Staff, School, and Workshop Influences on Knowledge Use in Educational Improvement Efforts

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Abstract
The purpose of this study was to examine the effect of a small set of factors on schools’ holding power. The study employed a broadly conceived structural model based on input-output analyses of schools, a set of realities associated with secondary schools in Israel, a data base derived from a stratified random sample of 32 schools in Israel, and path analytical techniques. The examination revealed that (a) the output of holding power is affected directly and positively by the level of the teachers’ formal education; (b) teachers’ formal education is affected directly and positively by class size, which in Israel is a valid measure of the school’s attractiveness; and (c) class size is affected directly and negatively by the school’s level of disadvantaged students. Some implications are suggested on the basis of the findings.