ABSTRACT
The concept of value-adding has an everyday language usage and a mathematical-business meaning that attempts to measure the value being added. In business value-chains enumerate a value-added in each intervention along the developmental chain. In an ideal world it would be great if school leaders and teachers had access to valid value-adding chains that showed student improvement across all learning areas (including social-emotional and physical), but at this time it appears easier to land astronauts on the moon than to accurately measure value-adding in classrooms.
The authors believe that when school leaders put the priority on adding value to the schools’ learning and teaching culture improved student achievement outcomes follow. Therefore, they took a different approach and described research at a large secondary school that actually asked the students their views of value-adding. Qualitative data from this research has allowed for the exploration of the existence and interplay between two factors: the attitude of the community of learners which the school caters for, the beliefs about learning and teaching (and when this was at an optimal level) held by staff, and the ongoing relationships between persons in the school, its learning and teaching culture.
The research indicated that effective teachers who value-added were relationship builders and excellent communicators. Students appreciated those staff who took an interest in them at a personal level and who were able to articulate at a whole of classroom level behavioural boundaries. These teachers exhibited curriculum credibility, compassion and were identified as being relaxed in their teaching while at the same time in control of their learning environment and classroom processes. It was evident that teachers who exhibited friendship and understanding tinged with a sense of humour were respected by students and this enhanced students’ learning.
