RISE - Analysing your survey data - Step 5

STAGE 5: Bringing it all together

Now you have got a summary of the key points, it is an opportunity to make some conclusions before deciding on your actions... 

Now you have got a summary of the key points, it is an opportunity to make some conclusions before deciding on your actions. Many of the three areas will be overlapping, so it is useful to consider them holistically. When following the guides on this page, Use the ASE RISE Autumn Term Survey Analyser (downloadable template document) to choose or add conclusions from your department responses...

5A. General support for wellbeing and mental health - considerations

What conclusions can you make about the general wellbeing and mental health of your department and of individuals within your department?
What conclusions can you make about how happy the science staff are working and continuing to work in the department and school?

When interperating your school's emotional needs results in comparison with the full-cohort survey data, consider:

Skewed towards scores 1-3

In line with cohort scores

Skewed towards scores 5-7

Increased attention needed for supporting wellbeing and mental health at an individual, department and school level.

Science leaders are likely to need support from their manager or staff welfare colleagues to make bespoke, meaningful and long term changes.

Maintain the level of wellbeing and mental health support on the department and school level.

Address them using some of the general suggestions offered by the ASE RISE Autumn survey results.

Individuals may still need support with their wellbeing and mental health.

Maintain the level of wellbeing and mental health support on the department and school level.

Individuals may still need support with their wellbeing and mental health.

 

Look at job satisfaction responses to:

  • I know who to go to for help if I need it
  • I know what is expected of me
  • I look forward to coming to work each day
  • I am able to manage a work-life balance
  • I have flexibility in my work

Do any of these rank or score low compared to the whole cohort data?

Look at career intention responses to:

  • I am actively seeking to leave this job.
  • I am actively seeking to leave teaching.
  • I would recommend working in this science department to other teachers

Do any of these rank or score low compared to the whole cohort data?

5B Improving and maintaining a work-life balance - considerations

What can you conclude about how the science department / individuals managing their work-life balance?

Job satisfaction questions:

  • I know what is expected of me
  • I am able to manage a work-life balance
  • Job Satisfaction written answers for specific issues

5C Relationships within the science department - considerations

How strong is the relationship between the staff in the science department?

Job satisfaction questions:

  • I get on well with the colleagues in the department
  • I feel I can talk to my manager
  • I know who to go to for help if I need it
  • Job Satisfaction written answers for specific issues

5D Relationships with senior leaders - considerations

How strong is the relationship between the science department and the science line manager /senior leaders?

Look at:

  • Job Satisfaction written answers for specific issues

Career intentions questions responses to:

  • I would recommend working in this science department to other teachers
  • I would recommend working in this school to other teachers

Note: The ASE has funding from Gatsby to help strengthen relationships between science departments and their senior leaders. If you feel your school would benefit, click here. All involvement will remain anonymous and confidential.

5E Career support - considerations

What support do the science staff need for their career intentions? From the ASE SOS Pilot data (Nov 2020 and May 2021) we found that teachers who did not know their career intentions were less certain about their role and place/future within the department.

Consider both the general career intentions questions and the written responses.

5F Other issues?

What other conclusions, if any, can you draw from your departments data?

If other issues are raised that are specific to your department or school, note them down.

Additional notes

Low response rates

If there is a low response rate, then the data must be treated with caution when making generalisations. The responses you have received are still valuable and should be analysed and actions considered, however you might also want to consider the following points as to why teachers didn't engage with the survey:

  • Did the staff fully understand the purpose of the survey?
  • Were staff regularly reminded to complete the survey in the completion period?
  • Was the survey completion period at a time when there was an intense workload?
  • Are staff actively choosing not to engage with the survey? If so, why?

If you are overwhelmed by the data

Sometimes the responses can be difficult to hear, especially if you are invested in trying to make things better for your team. If some or all of the data overwhelms you or upsets you, make sure you talk to your line manager, another middle leader or a colleague in your department. Take some time away from the data set and come back to it. The ASE can provide an online ASE RISE mentor for a small cost [LINK].

Next Step

Use the ASE RISE Action Planner [LINK] to identify and prioritise actions.

Footer: If you feel you or your department would benefit from having an ASE RISE Mentor, ASE RISE Impact Case Study Package, or Departmental CPD sessions, there is more information and prices here [LINK].