Elementary Teacher Perceptions of Principal Leadership, Teacher Self-efficacy in Math and Science, and Their Relationships to Student Academic Achievement PDF Download
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Author: Bertha Cookie Richard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 374
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Author: Bertha Cookie Richard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 374
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Book Description
Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210
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Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Author: Molly Lynn Evans
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 176
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Book Description
In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
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Book Description
Research suggests that principals exercise a measurable effect on school effectiveness. Although indirect, this effect is significant and supports the view that principal's leadership contributes to student achievement. Achieving expected goals is particularly difficult for schools serving large concentrations of students who are living in poverty, have limited English proficiency, and have persistently low academic achievement. These schools require principals who, in the midst of challenges and intense scrutiny, remain confident in their ability to overcome challenges, set direction, develop capacity, and implement structures that support effective teaching and learning. Self-efficacy beliefs are a key cognitive factor influencing principals' leadership behaviors in complex school environments. The purpose of this research was to investigate the relationship between principals' self-efficacy beliefs and student achievement as measured by gains in API scores. In addition, the study examined the factors that influence principals' self-efficacy perceptions. Elementary school principals serving Title I schools in California were the unit of study. This investigation employed a mixed-method sequential explanatory design. The first, quantitative phase, addressed two research questions: whether principals' self-efficacy predicted gains in API and whether personal and school demographic variables predicted principals' self efficacy beliefs. The qualitative phase sought explanations to the quantitative findings. This research found that principals' self-efficacy perceptions were predictive of gains in API. Among the demographic variables, PI status had a negative effect on principals' self-efficacy beliefs. Principals in the sample had their efficacy beliefs strengthened as a result of performance accomplishment and relationships with mentors. These findings are consistent with theory and research and underscore the importance of considering social cognitive theories in the study of principal leadership. They also suggest important implications for district leaders and others responsible for developing and supporting principals. Implications for further research are discussed.
Author: Susan E. Elliott
Publisher:
ISBN:
Category :
Languages : en
Pages : 510
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Book Description
Author: Mary Suzanne Mitchell
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 296
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Author: Janet Moak
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
The purpose of this study was to determine if a relationship existed between the perception of self-efficacy by elementary school principals and student achievement. One hundred twenty-three Missouri elementary principals completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004). MAP scores from spring 2009 testing were used to determine if a relationship existed between those scores and the perceived self-efficacy of principals. The self-efficacy scores were placed in three groups, low scores, moderate scores, and high scores based on the nine-point range for answers. Likewise, MAP scores were placed in two groups, based on the percentages of students scoring in the Advanced/Proficient levels on the MAP. The chi-square test of significance was used to compare frequencies occurring in each of the groups to determine if a relationship existed between the communication arts and math MAP scores and the perceived efficacy scores. There was no indication of a relationship between the MAP scores and the perceived efficacy scores of elementary principals. Eighty-six principals participated in instructional leadership professional development topics, however, no significant differences in the mean scores of perceived self-efficacy existed between this group filtered by professional development topics and the whole survey sample.
Author: Rodney Keith Ezell
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 228
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Book Description
The single most important factor for the success of a student in school is the teacher, yet many factors impact the teacher’s ability to do the job as effectively as possible. Data exists regarding the multiple influences that affect the teacher’s sense of self-efficacy, however, specific data regarding leadership behaviors is limited. Research shows that student achievement is affected by the teacher, therefore it is imperative to determine what leadership behaviors impact teacher efficacy the most. The purpose of this quantitative study was to explore the impact of principal behaviors on teacher efficacy. Also, the study sought to compare the derived results from elementary school data with that of middle school data to determine if a difference exists between principal behaviors and teacher efficacy at both levels. A multivariate multiple regression was used to analyze the findings. This method was used due to the multiple independent, as well as multiple dependent variables that exist within both measures; the Teacher Sense of Self Efficacy Scale Long Form and the Leadership Practices Inventory. The study found that there was no significant impact of principal behaviors on teacher efficacy for the participating school district. There was, however, a significant difference in the self-efficacy of elementary school and middle school teachers with regard to student engagement. While elementary teachers rated themselves relatively high in student engagement, middle school teachers rated themselves lower in their ability to engage students in learning. District leaders should consider professional development in building middle school efficacy in student engagement.
Author: Daniel Roy Zorn
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 179
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Book Description
The purpose of this quantitative study was to examine the relationship between principal and teacher values congruence and perceived principal leadership practices. Additionally, this study considered the relationship between values congruence, leadership practices, and student achievement. The perceptions teachers hold regarding their principal's effectiveness have proven to be an important variable that influences the quality of the school, when quality is defined in terms of student achievement levels (Cotton, 2003; Marzano et. al., 2005). This study sought a better understanding of the factors that influence a teacher's perceptions of their principal's effectiveness to provide insight into the teacher/principal relationship and its subsequent association with student achievement. The statistical analyses in this study revealed that values congruence between teachers and principals is not a variable that has a statistically significant relationship to teachers' perceptions of their principal's leadership practices. This study also revealed that teacher/principal values congruence has no statistically significant relationship to student achievement levels. This study suggests that principals would be well served to focus their efforts on factors that have been shown to improve student achievement instead of seeking to affect the congruence between their work values and their staff's work values. The existing research base focuses the school leader on creating practices that are conducive to building professional teacher/principal relationships rooted in the examination of student data with a constant eye upon adjusting instruction that meets the diverse needs of each individual learner (DuFour & Eacker, 1998; Schmoker, 1999, 2006). A focus upon assuring teachers' utilization of instructional practices that have been found to impact student achievement is also essential (Marzano et al., 2003, 2005; Danielsen, 2002). It is advisable that principals focus their efforts in these areas rather than upon seeking to effect the level of values congruence that might exist between the principal and his/her staff.
Author: Jerry D. Staggs
Publisher:
ISBN:
Category :
Languages : en
Pages : 564
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Book Description
