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Author: Carrie Garippa Publisher: ISBN: Category : Academic achievement Languages : en Pages : 196
Book Description
Within a school organization, the principal drives leadership action to address the needs of the entire school community. However, principal action that is not accepted as a shared vision will ultimately fail. This is especially true in high needs schools where collaboration and climate are key factors in overcoming contextual barriers. With a growing educational gap and dwindling resources, it is vital for a greater understanding in of effective leadership for increased student achievement in Title I high schools. The purpose of this exploratory quantitative study was to uncover the relationship between the perceptions of school community leadership and student achievement in Title I high schools. The teacher perception of leadership provided relational factors to the student achievement variables of measurable student success. Quantitative data was collected through teacher surveys and archival data including Pennsylvania Future Ready Index (Pennsylvania Department of Education, 2019), as defined by Keystone standardized test proficiency scores, graduation rates, attendance, and percentages of student college acceptance rates. The data was statistically analyzed using correlation and regression measures for significance in relationships of student success to teacher perceptions of school community leadership characteristics. Correlational relationships were determined to exist between teacher perceptions of principal leadership as a factor in student achievement on both standardized proficiency tests and on the rate of post-secondary transition of graduating seniors in Title I high schools. Furthermore, individual factors, including clearly defined instructional practices, showed significant correlational relationships across school sites and inverse relationships with reported Future Ready standard scores. The results support the assumption that the teacher perception of leadership affect overall student achievement. Keywords: principal, leadership, perception, achievement, Title I
Author: Carrie Garippa Publisher: ISBN: Category : Academic achievement Languages : en Pages : 196
Book Description
Within a school organization, the principal drives leadership action to address the needs of the entire school community. However, principal action that is not accepted as a shared vision will ultimately fail. This is especially true in high needs schools where collaboration and climate are key factors in overcoming contextual barriers. With a growing educational gap and dwindling resources, it is vital for a greater understanding in of effective leadership for increased student achievement in Title I high schools. The purpose of this exploratory quantitative study was to uncover the relationship between the perceptions of school community leadership and student achievement in Title I high schools. The teacher perception of leadership provided relational factors to the student achievement variables of measurable student success. Quantitative data was collected through teacher surveys and archival data including Pennsylvania Future Ready Index (Pennsylvania Department of Education, 2019), as defined by Keystone standardized test proficiency scores, graduation rates, attendance, and percentages of student college acceptance rates. The data was statistically analyzed using correlation and regression measures for significance in relationships of student success to teacher perceptions of school community leadership characteristics. Correlational relationships were determined to exist between teacher perceptions of principal leadership as a factor in student achievement on both standardized proficiency tests and on the rate of post-secondary transition of graduating seniors in Title I high schools. Furthermore, individual factors, including clearly defined instructional practices, showed significant correlational relationships across school sites and inverse relationships with reported Future Ready standard scores. The results support the assumption that the teacher perception of leadership affect overall student achievement. Keywords: principal, leadership, perception, achievement, Title I
Author: Angela L. Newcomb Publisher: ISBN: Category : Academic achievement Languages : en Pages : 202
Book Description
Leadership is crucial in schools, especially when implementing change. Research shows that leadership can have a positive effect, albeit indirect, on student achievement (Cheng, 1994; Heck, Larsen & Marcoulides, 1990; Hallinger & Heck, 1996; and Johnson, Livingston, Schwartz, & Slate, 2000). This indirect effect implies a need for teacher expertise and distributed leadership to increase teacher buy-in for reform movements in schools. Recent studies have attempted to tie leadership to student achievement (Heck, et al., 1990; Chen, 1994; Hallinger & Heck, 1996; Johnson, et al., 2000; Heck & Hallinger, 2009; Leithwood, Patten, & Jantzi, 2010; Supovitz, Sirinides, & May, 2010; New Teacher Center, 2011), hoping to clarify literature that at times is ambiguous and confusing (Leithwood, et al. 2010). Also, authors have cited little empirical research regarding the relationships between leadership and achievement (Leithwood, et al., 2010). The purpose of this study was to examine the relationship between teacher perceptions of leadership constructs (Teacher Leadership and School Leadership) and student achievement on the Next-Generation Learner components of Kentucky's accountability system. A non-experimental correlational design was used with a nonrandom sample of existing data. This study employed canonical correlation and 3 x 3 factorial MANOVA to identify relationships between the leadership variables and student achievement variables. The sample included a population of Kentucky teachers and students reported on the school level (N = 1033). Data were obtained from the 2013 administration of the Kentucky Teaching, Empowering, Leading, and Learning (TELL) Survey for leadership perceptions, and from the 2013 K-PREP test for student achievement data. The leadership variable set included the factors of Teacher Leadership and School Leadership, and the student achievement variable set included Achievement, Gap, and Growth scores from the K-PREP. Results from the canonical correlation analysis indicated that there was a significant positive canonical correlation that was large in magnitude between both School Leadership and Teacher Leadership and all student achievement variables. Results from the MANOVA indicated a statistically significant difference between schools with high, medium, and low Teacher Leadership and all student achievement variables (p = .020), and post hoc comparisons indicated that the means were significantly different among all groups. Group Teacher Leadership means increased as student achievement scores increased. Implications and recommendations for teachers, school administrators, and higher education administrators are discussed.
Author: Amanda Hitson Cassity Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 134
Book Description
The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. Quantitative data were collected through online surveys and hard copy surveys during the spring of 2012. The study was driven by research questions involving the relationship between teachers' and principals' perceptions that their school is a learning community and the level of academic optimism in those schools; the relationship between teachers' and principals' perceptions their school is a learning community and the level of student achievement; the comparison of school levels with teachers' and principals' perceptions; and the joint contribution of the perceptions of professional learning communities (PLCs) and academic optimism on student achievement. Two surveys were used: the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and the School Academic Optimism Survey (SAOS), measuring participants' perceptions of their schools as learning communities and participants' perceptions of the level of academic optimism at their schools, respectively. Seven hundred three teachers and administrators from 59 schools across the state of Alabama were surveyed. Data were compared using correlations, t-tests, and regression analyses. Results confirmed findings from prior research regarding the relationship between academic optimism and student achievement. In addition, evidence showed that there is a positive, significant correlation between the perceptions of PLCs and academic optimism. Results of this study give school leaders tools with which to address the factors that lead to improved teacher efficacy and academic emphasis and thus increased student achievement.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p
Author: Karen Monette Mumphord Publisher: ISBN: Category : Languages : en Pages :
Book Description
This quantitative study has two purposes. The primary purpose of this study was to investigate how teachers' perceptions of principals' instructional leadership affects student achievement in Texas suburban elementary schools. The secondary purpose of the study was to learn whether school demographic variables or prior achievement predict the level of instructional leadership elementary school teachers report for their principals. The primary outcome of instructional leadership was the achievement of fifth grade students who attended five select suburban elementary school districts in Texas for the 2011 - 2012 school year. The data collected for this research examined the two-year performance of the fifth grade students on their Texas Assessment of Knowledge and Skills reading test. Data were also collected from pre-kindergarten through fifth grade elementary teachers who attended one of the 97 participating schools from the five school districts. The teachers completed a voluntary survey during a faculty meeting. The survey asked teachers to report their perceptions of instructional leadership. The survey questions tapped four primary areas of instructional leadership: setting goals, providing professional development, monitoring and providing feedback, and establishing high standards. The main hypothesis was that instructional leadership would have a direct effect on student achievement. A variety of statistical techniques, such as factor analysis and multilevel analyses, were utilized for this study. A factor analysis method was used to create a measure of degree for instructional leadership in schools and multiple regression methods were utilized to test the relationship between instructional leadership and school SES, ethnicity, and prior achievement. This study found a modest direct relationship between instructional leadership and reading achievement. More specifically, teachers' perceptions of instructional leadership were a marginally statistically significant and positive predictor of between school variation in student achievement in reading. Additionally, the study revealed that the school socioeconomic status, ethnic composition, and prior achievement do not predict instructional leadership. Implications of the findings for future research and practice are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149515
Author: Robert J. Marzano Publisher: Solution Tree Press ISBN: 1935542362 Category : Education Languages : en Pages : 297
Book Description
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Author: Thomas J. Vari Publisher: ISBN: Category : Professional learning communities Languages : en Pages :
Book Description
Collective teacher efficacy is a social construct in schools defined as teachers' sense of group effectiveness. This is a powerful construct whereby teachers' perceptions are a driving force for school culture and student achievement. This cross-sectional study used a quantitative approach to examine teachers' collective efficacy as it relates to their perceptions of supervisory practices. Correlational and predictive analyses were performed to analyze the degree of the relationship between collective efficacy and supervisory practices. Additionally, this study examined teachers' perceptions of strong instructional leadership as it relates to the instructional leadership strategies used by supervisors in 14 schools in one school district. The purpose of this study was to make clear statements for school leaders in regard to the strategies that are associated with teachers' perceptions of collective efficacy and teachers' perceptions of strong instructional leadership. The strategies studied for this report were using walkthroughs, using the clinical supervisory model, maintaining professional learning communities, and creating an overall environment to support teachers.
Author: Carrie Garippa
Author: Carrie Garippa
Author: Angela L. Newcomb
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Author: Mathias Che Bama
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Author: Amanda Hitson Cassity
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Author: Karen Monette Mumphord
Author: Robert J. Marzano
Author: Thomas J. Vari