The relationship between growth in principal leadership and growth in school performance: The teacher perspective |
| |
| Institution: | 1. Western Michigan University, United States;2. University of Kentucky, United States |
| |
| Abstract: | Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school’s average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of .481 in reading and small effect size of .254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice. |
| |
| Keywords: | Principal leadership Student achievement Longitudinal study Teacher perspective Growth Direct effect School performance Multilevel multiset time-series model |
| 本文献已被 ScienceDirect 等数据库收录！ |
