Author: Yi-Hsuan Chen Publisher: ISBN: Category : Languages : en Pages :
Book Description
Educators are frequently faced with the challenges of politics, hostility, selfishness, and violence; it is unwise to think that the principal is the only one providing leadership for school improvement. Thus a distributed perspective of leadership urges us to take leadership practice as the focus of interest and address both teachers and administrators as leaders. The purpose of this descriptive statistical study was to explore principals' leadership practices as perceived by teacher leaders and its possible affect to student achievement. Data were collected by using the Leadership Practices Inventory (LPI) (self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders to determine the leadership practices of the principals in Region VI, Texas. Also, statewide assessment data available from three school years (2004-2006) were obtained from the Academic Excellence Indicator System (AEIS) report. In order to answer research questions one to four, descriptive statistics including frequency, percentage, mean and standard deviation were calculated for the LPI results. The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions were drawn and recommendations were made regarding practice, future study and policy. First, the findings indicated that principals' collaborative working style with teacher leaders seems to have positive impact on student achievement. Second, failing to enlist teacher leaders in a common vision might have a negative affect on student academic performance. Third, the perceptions of teacher leaders in School 7, School 5 and School 16 reflected a need for the principal to take challenges and seek challenging opportunities to change and grow. Fourth, recognizing teacher leaders' contributions and celebrating team accomplishments is likely to have a positive and indirect impact on school academic performance. Fifth, schools that had higher principal self and observer LPI scores tended to have better TAKS scores. Last, the findings from the study complement studies of the effects of site-based management teams. The positive impact of "Enabling Others to Act" and "Inspiring a Shared Vision" on student achievement implies that distributed leadership is most likely to contribute to school improvement and to build school capacity for improvement.
Author: Alex J. Bowers Publisher: IAP ISBN: 1681232766 Category : Education Languages : en Pages : 263
Book Description
As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educational leadership in schools and districts, as both challenges and opportunities. The first decade of the twenty?first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub?domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: - The work of the field of educational leadership and administration research to date. - The opportunities and challenges of new visions of leadership in traditional and non?traditional schools. - The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. - The preparation of educational leaders. - And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through rely ing on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university?district partnerships and non?traditional school settings. And in the final chapter, (Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice.
Author: Jason R. Moffitt Publisher: ISBN: Category : Elementary school principals Languages : en Pages : 152
Book Description
Author's abstract: Effective leadership behaviors are imperative in contributing to student achievement and the overall culture of a school. School leaders must mold the culture of the school in order to create an environment which is conducive to learning. Studies on school leadership and student achievement have highlighted the evidence of school leadership behaviors which contribute to student achievement. The purpose of this investigation studied the extent of school leadership behaviors and or characteristics that contribute to student achievement. This study was designed to identify the relationship between the behaviors of the school leader and student achievement. The study determined if teachers and principals perceptions of leadership behaviors contribute to student achievement. More specifically, this investigation was designed to study the behaviors and practices of elementary principals as it relates to student achievement in elementary school students in a large urban school district. Sixty-three elementary teachers and six principals were selected for this study. The six principals were apart of the focus group interview. Data was collected through teacher and principal surveys, audio-taped interviews and transcriptions. SPSS 13.0 was selected as a means to interpret and analyze data. 2 The results of the study support the literature and indicate that principal leadership is critical to student achievement in elementary school students. More specifically, it raised the question about what specific leadership behaviors are used to increase student achievement. This study further clarified that the principal is the primary person for instituting leadership among all within the school which ultimately contribute to student success. The elementary principal has a demanding and challenging job in and of itself, but by recognizing the leadership behaviors, the principal can influence the climate, productivity, effectiveness of their school and ultimately student achievement.
Author: Philip Hallinger Publisher: Springer ISBN: 3319155334 Category : Education Languages : en Pages : 210
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: Stacey Rae Arnold Publisher: ISBN: Category : Languages : en Pages :
Book Description
School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by theTexas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication thatRegion V elementary principals embrace the leadership practices identified byKouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.
Author: Kay Cheng Soh Publisher: World Scientific ISBN: 981327655X Category : Education Languages : en Pages : 246
Book Description
International comparative studies of student achievement have caught the attention of governments, policy-makers, school leaders and educational researchers globally. They have become benchmarks of education for countries in the world and provide a broad perspective for countries to evaluate their education achievement. However, culture and school environment are two critical factors affecting educational achievement that deserve careful consideration and re-interpretation. This book brings light to these conceptual and methodological issues.The 14 articles in this book deal with various aspects of the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS), including cultural and social environments, principals' roles and views, achievements in Reading, Science, and Mathematics, and the trustworthiness of international comparisons. The articles use PISA and PIRLS data to present new insights and interpretations of international surveys. These insights will help educators, administrators, and policy-makers understand the working mechanisms of their school systems and the relationships between students' achievement and the culture and school environment they are in.This book is a companion volume to the author's earlier publication — PISA: Issues and Effects in Singapore, East Asia, and the World (World Scientific, 2017).
Author: Margaret Mary Irma Cantu Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
The purpose of the study was to discover the principal instructional leadership behaviors differed in successful and nonsuccessful urban elementary schools. Six schools were selected and paired according to size, ethnicity, socioeconomic status, and attendance to discover the salient leadership behavior differences between and among them. A descriptive survey research design was utilized to collect data through the Hallinger-Murphy Principal Instructional Management Rating Scale (PIMRS) which assessed frequency of leadership behaviors. Six (100%) of the principals and 95 (49%) teachers responded. The research questions were tested statistically using Analysis of Variance to decipher leadership differences between the pairs of schools and differences of perceived principal behaviors based on teachers' grade levels and teaching experience. The instructional leadership behaviors manifested by the principals in the selected schools were identified through the PIMRS and tested using the .05 confidence level as the measure of significance. The current literature reported that higher frequency of leadership behaviors, such as those identified in the PIMRS, could lead to academically successful schools. The results of this study went against the grain of the current literature since high scores on the PIMRS did not ensure successful schools and provided confoundment rather than clarification. The principals in the paired schools showed few differences in job behavior patterns, yet one school in each pair was academically successful; the other was not. The research questions stated: 1) There are significant differences between the instructional leadership behaviors demonstrated by the principals of schools with high student achievement when compared with the principals of schools with low student achievement; 2) student demographic characteristics (ethnicity, attendance of students, socioeconomic status) influence student success; and 3) there is a difference in teachers' perceptions of principals' instructional leadership behaviors based on their years of teaching experience and grade level taught. The first and third questions were rejected since the data in this study did not support the questions. The second question was not statistically tested due to a lack of difference in the student populations in the schools. Further study and testing of the Ballinger-Murphy Model is required in order to draw final conclusions on the relationship between principal instructional leadership behaviors and student achievement
Author: Carrie Sue Florence Publisher: ISBN: Category : Academic achievement Languages : en Pages : 324
Book Description
Examines principals' and teachers' perceptions of principals' leadership behaviors and whether leadership behaviors impact student learning viewed through the lens of transformational leadership. Analyzes using mixed methods seven elementary schools in a medium size district in the central region of North Carolina. Addresses the factors that challenge principals as they provide leadership in their schools. Includes principal interviews and focus groups as qualitative data.
Author: Yi-Hsuan Chen
Author: Alex J. Bowers
Author: Jason R. Moffitt
Author: Philip Hallinger
Author: Stacey Rae Arnold
Author: Kay Cheng Soh
Author: Gloria Brenda Fishman
Author: Margaret Mary Irma Cantu
Author: Carrie Sue Florence
Author: Ruben Albert Corkill