The Relative Impact of Principal Managerial, Instructional, and Transformational Leadership on Student Achievement PDF Download
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Author: Michael E. Prater
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 462
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Book Description
This study examined the relationships between principal managerial leadership, principal instructional leadership, and principal transformational leadership and student achievement. A total of 131 public high schools in Missouri participated in the study. Demographic information was obtained from the head principals in each of the schools, and 443 teachers completed a survey that measured their perceptions of principal effectiveness in nine factors measuring managerial, instructional, and transformational leadership behaviors. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the most recent testing of the Missouri Assessment Program (MAP). The study found significant correlationships among all nine factors of principal leadership. There were significant differences in student achievement on all four subtests of the MAP when schools were grouped according to principal leadership factors. Principal education level positively correlated with all nine factors of principal leadership and the four assessments of student achievement. Principal gender and school socio-economic status also had a positive relationship with student achievement. Principal leadership behaviors promoting instructional and curriculum improvement influenced student achievement, while the principal's ability to identify a vision and provide an appropriate model appeared to have the greatest impact on student achievement. A model of the relationships among the nine principal leadership factors and their relative impact on student achievement scores was developed, and implications for research, practice, and the preparation of educational leaders were discussed.
Author: Michael E. Prater
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 462
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Book Description
This study examined the relationships between principal managerial leadership, principal instructional leadership, and principal transformational leadership and student achievement. A total of 131 public high schools in Missouri participated in the study. Demographic information was obtained from the head principals in each of the schools, and 443 teachers completed a survey that measured their perceptions of principal effectiveness in nine factors measuring managerial, instructional, and transformational leadership behaviors. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the most recent testing of the Missouri Assessment Program (MAP). The study found significant correlationships among all nine factors of principal leadership. There were significant differences in student achievement on all four subtests of the MAP when schools were grouped according to principal leadership factors. Principal education level positively correlated with all nine factors of principal leadership and the four assessments of student achievement. Principal gender and school socio-economic status also had a positive relationship with student achievement. Principal leadership behaviors promoting instructional and curriculum improvement influenced student achievement, while the principal's ability to identify a vision and provide an appropriate model appeared to have the greatest impact on student achievement. A model of the relationships among the nine principal leadership factors and their relative impact on student achievement scores was developed, and implications for research, practice, and the preparation of educational leaders were discussed.
Author: E. Nyle Klinginsmith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
This study examined the relationship of three factors of principal leadership, managerial, instructional, and transformational. A total of 1,703 teachers from 133 middle level public schools in Missouri were included in the study, which was part of a larger study of middle level education being conducted by the Middle Level Leadership Center at the University of Missouri-Columbia. Two survey forms were used to collect data for this study. One survey collected data on managerial and instructional leadership, and the second collected data on transformational leadership. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the spring 2006 administration of the Missouri Assessment Program (MAP) tests. The study found relationships between factors of leadership with each other and with student achievement. School and principal demographic variables were also shown to correlate with achievement.
Author: Mark Todd Miles
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 576
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Book Description
Purpose of the study . The purpose of this study was to develop an understanding of the relative impact of principal instructional leadership and principal transformational leadership on school culture. The method of analysis was quantitative with survey data being used to determine (a) if any correlational relationships exist between the subscales and factors of instructional leadership, transformational leadership, and school culture; (b) if any linear relationships exist between the subscales and factors of principal instructional leadership and school culture; (c) if any linear relationships exist between the factors of principal transformational leadership and school culture; and (d) which subscales and factors of transformational and instructional leadership have the greatest impact on each of the factors of school culture. Research procedures . Three survey instruments, the Staff Assessment Questionnaire, the Principal Leadership Questionnaire, and the School Culture Survey were used to collect quantitative data for analysis. A total of 1,236 teachers in 98 middle schools participating in Phase II of the National Study of Leadership in Middle Level Schools comprised the population of this study. Data from the three surveys were aggregated and analyzed using Pearson product-moment correlations and multiple regression equations to determine the relative impact of principal instructional and transformational leadership on school culture. Findings . The results of this study explicate the relative impact of principal instructional and transformational leadership on school culture. The results suggest that a combination of principal instructional and transformational leadership behaviors impact the school culture factors of collaborative leadership, teacher collaboration, professional development, and unity of purpose. The principal instructional leadership behaviors included resource provider, instructional resource, communicator, and visible presence. The principal transformational leadership behaviors included identifying and articulating a vision, fostering the acceptance of group goals, providing individualized support, and establishing high performance expectations. Only principal transformational leadership behaviors of fostering the acceptance of group goals, providing individualized support, and establishing high expectations impact the school culture factor of collegial support. In addition, only principal transformational leadership behaviors of identifying and articulating a vision, fostering the acceptance of group goals, and maintaining high performance expectations impact the school culture factor of learning partnership. This study's findings also revealed some unexpected predictive relationships between the factors of principal instructional and transformational leadership and school culture. According to the results of this study, the principal's visible presence as well as modeling behavior on the part of the principal are negatively related to some factors of school culture when considered in concert with other factors of principal instructional and transformational leadership.
Author: Kathleen Cotton
Publisher: ASCD
ISBN: 1416601120
Category : Education
Languages : en
Pages : 122
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Book Description
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416612300
Category : Education
Languages : en
Pages : 210
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Book Description
What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano, Timothy Waters, and Brian A. McNulty provide answers to these and other questions in School Leadership That Works. Based on their analysis of 69 studies conducted since 1970 that met their selection criteria and a recent survey of more than 650 building principals, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. Readers will learn * the specific behaviors associated with the 21 leadership responsibilities; * the difference between first-order change and second-order change and the leadership responsibilities that are most important for each; * how to work smart by choosing the right work to focus on to improve student achievement; * the advantages and disadvantages of comprehensive school reform models for improving student achievement; * how to develop a site-specific approach to improving student achievement, using a framework of 11 factors and 39 action steps; and * a five-step plan for effective school leadership. Combining rigorous research with practical advice, School Leadership That Works gives school administrators the guidance they need to provide strong leadership for better schools.
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: Philip Hallinger
Publisher:
ISBN: 9780865521230
Category : School administrators
Languages : en
Pages : 160
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Book Description
Author: Daniel Muijs
Publisher: SAGE
ISBN: 1849200750
Category : Education
Languages : en
Pages : 370
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Book Description
This new edition updates the successful 2005 edition with the latest research on effective teaching and learning. Appropriate for primary and secondary education, the authors continue to provide a broad and comprehensive overview of what is now a large body of knowledge on effective teaching. The authors maintain their user-friendly style and the structure which takes in generic teaching skills; teaching for specific goals; subject specific strategies and other classroom issues. Each chapter is built around opening learning objectives.
Author: Dr. M. Ramakrishna Reddy
Publisher: Lulu.com
ISBN: 1365749576
Category : Education
Languages : en
Pages : 363
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Book Description
Education is an instrument of social change. It is a process which brings about modifications in the behaviour of society. It helps individuals to develop their own perspectives on the world around them and pushes them to think both creatively and conceptually about many different subjects. It enables individuals to effectively participate and contribute to the progress of humanity.
Author: Julie Christine Gawerecki
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 430
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Book Description
Purpose of the study . The purpose of this study was to examine the impact of principal leadership on student academic achievement at the middle level. The method of analysis was qualitative, with data collected from interviews, observations, and official documents to understand the relationship between principal leadership and student academic achievement. Specifically, an explanatory case study approach was used to study one principal of a middle level school considered "exemplary" by a national study of leadership in middle level schools conducted by the National Association of Secondary School Principals, The Middle Level Leadership Center at the University of Missouri-Columbia, and by a national panel of experts representing the Middle-Grades Forum. Research procedures . A case study was conducted with data about principal leadership, culture, curriculum, instruction, and student academic achievement collected during several site visits to Southside Intermediate School. Site visits to Southside Intermediate occurred during the 2002-2003 academic school year. Multiple site visits were conducted for data collection with a minimum of five weeks of data collection. Qualitative data were collected from multiple sources at the school site in an effort to get multiple perspectives and ensure triangulation within the school. Fieldnotes and data were compiled and entered into a qualitative software program in an effort to categorize and reference the data as necessary. Methods of data collection included interviews with organizational stakeholders, non-participant observations, and the collection of official documents. Findings . With the changing economic, political, and social context of society, the role of the school leader is continually changing. The results of this case study explicate the impact of principal leadership behaviors on student academic achievement. The analysis of qualitative data established the importance of the school leader in developing a strong collaborative culture that fosters an effective instructional and curricular program. The results of this study suggest that principals must be transformational leaders who also serve as and share the responsibility for instructional and curricular leadership. Principals must learn to share leadership responsibilities with their staff. Shared leadership builds a collaborative culture and allows teachers to feel empowered when making decisions regarding the student learning. The principal's transformational leadership behaviors of empowerment, charismatic leadership, providing intellectual stimulation, being an appropriate model, and maintaining high performance expectations serve as a foundation for all leadership behavior. The findings are also supportive of a current movement in education toward shared leadership. These behaviors combined characterize an effective school that promotes a culture that fosters student learning.
