While there are a number of varying definitions of pastoral care, a common thread is a focus on student wellbeing, and a facilitation of the holistic development of the student. In order to provide effective pastoral care and a sense of individualised attention for students, schools have utilised a range of pastoral-care systems. The house system is one such system and is the focus of the present study. Previous studies examining the outcomes of house-system implementation revealed three emerging themes: students’ school engagement; sense of school connectedness; and, staff–student relationships. The present study has sought to empirically evaluate the role of the house system in shaping these constructs for secondary students. This includes the development and distribution of a quantitative questionnaire designed to assess the degree to which students experience these three constructs within their house context and within the broader school context. A second objective is to examine any differences in house-system outcomes between school sectors, specifically the Catholic and private school sectors. Thirdly, the present study has collected qualitative data from staff to explain trends observed in the student data and to shed light on the perceived benefits, caveats and house staff role responsibilities as suggested by those who work within the house system on a daily basis.
The development of the student questionnaire, titled the House System Assessment Survey (HSAS), was informed from literature and other surveys concerning the three constructs that were distilled from prior house-system research. The HSAS was then trialled in a pilot study consisting of 574 secondary students across two Catholic schools in south-east Melbourne, Victoria, Australia. Following a range of statistical analyses, refinements were made to improve its reliability and validity. The revised HSAS was then administered to 291 students from two secondary schools—one Catholic and one private—also located in south-east Melbourne. Fifteen staff from these two participant schools completed an anonymous qualitative survey that asked open-ended questions centred around both the house system structure in their school (e.g. its perceived goals, effectiveness and areas for improvement) and their role within it as a head of house or tutor (e.g. key responsibilities, highlights, hurdles and initiatives).
Statistical techniques—including reliability testing, exploratory factor analysis and confirmatory factor analysis—support the effectiveness of the HSAS as a measurement tool for assessing students’ engagement, connectedness and staff–student relationships within house and whole-school contexts. Multiple regression analyses and hierarchical models involving the student data primarily focus on wholeschool-related constructs as dependent variables, with house-related constructs and other factors such as demographic variables and the school sector as independent variables. These analyses have found that house connectedness and house staff–student relationships were significant predictors of students’ overall sense of school community. Additionally, house engagement was found to significantly predict school engagement. No differences were found between the two school sectors; however, significant differences between genders and, in relation to degree of student leadership, are identified and discussed. The qualitative staff data complements the quantitative findings by providing clear insight into how the house system, and specifically the roles of the head of house and tutor, build and maintain engagement, connectedness and positive staff–student relationships within the house. The findings of the present study have significant implications not only for further research into school pastoral care, but also in secondary educational practice.