Journal ArticleDOI
How Does Leadership Affect Student Achievement? Results from a National US Survey.
TLDR
The authors used survey responses from a national sample of US teachers to investigate three specific attributes of leadership behavior: sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement.Abstract:
Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools.read more
Citations
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The Influence of Principal Leadership on Classroom Instruction and Student Learning A Study of Mediated Pathways to Learning
TL;DR: In this paper, the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacitance and professional capacitatio-tiveness.
Journal ArticleDOI
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning.
TL;DR: This paper found that strong instructional leadership can create structures to facilitate teachers' work in ways that strengthen organizational belief systems, and, in concert, these factors foster student learning, and they found a significant direct effect of leadership on teacher collaboration.
Journal ArticleDOI
Teacher evaluation and school improvement: An analysis of the evidence
TL;DR: In this article, the authors examine the new generation of teacher evaluation along three lines of analysis: evidence on the magnitude, consistency, and stability of teacher effects on student learning, evidence on teacher evaluation on growth in student learning and literature from the sociology of organizations on how schools function.
Journal ArticleDOI
Faculty trust in the principal: an essential ingredient in high-performing schools
TL;DR: The authors explored the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement and found that faculty trust was related to perceptions of both collegial and instructional leadership, as well as factors of school climate such as teacher professionalism, academic press, and community engagement.
Journal ArticleDOI
The relation between school leadership from a distributed perspective and teachers' organizational commitment: examining the source of the leadership function
TL;DR: In this article, the relationship between school leadership and teachers' organizational commitment is examined by taking into account a distributed leadership perspective, and the relation between the two is analyzed from a teacher's perspective.
References
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Significance tests and goodness of fit in the analysis of covariance structures
TL;DR: In this article, a general null model based on modified independence among variables is proposed to provide an additional reference point for the statistical and scientific evaluation of covariance structure models, and the importance of supplementing statistical evaluation with incremental fit indices associated with the comparison of hierarchical models.
Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
Journal ArticleDOI
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Journal ArticleDOI
Seven strong claims about successful school leadership
TL;DR: An overview of the literature concerning successful school leadership can be found in this article, where the main findings from the wealth of empirical studies undertaken in the leadership field are summarised and discussed.
Journal ArticleDOI
Leading Educational Change: reflections on the practice of instructional and transformational leadership
TL;DR: This article reviewed the conceptual and empirical development of instructional and transformational leadership models and concluded that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of a school.
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