Author: David Michael QuinnPublisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 376
Book Description
Purpose of the study . The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a two-year systemic school improvement process. Procedures . The study included eight elementary, eight middle, and eight high schools involved in a systemic school improvement project in Missouri. Teachers in each school were surveyed on numerous aspects of the school including the principal's instructional leadership abilities. Student and teacher engagement data were collected through school-wide observations using the Instructional Practices Inventory. Eight hypotheses were tested using t-test, general linear model with repeated measures, Pearson Product-Moment correlation and multiple regression with backward elimination. Findings . A significant difference was found between instructional leadership behavior scores from the baseline data assessment in 1996 and the year two data assessment in 1998. There were statistically significant improvements in the Strong Instructional Leadership Factor and the subscales of Resource Provider, Instructional Resource, and Communicator. A statistically significant positive improvement was also found between the raw score for instructional practice scores from 1996 to 1998 and for the specific instructional practices subscale of Active Learning/Active Teaching. A significant decrease occurred in Student Seatwork/Teacher Disengaged and Total Disengagement percentages over the same time period. Instructional leadership correlated highly with instructional practices. Furthermore, instructional leadership was found to be a strong predictor of instructional practice. For decades educators have espoused the importance of the principal as the instructional leader of the school. This study confirms the significance and provides specific insight into the nature of that leadership. If schools are to be instructionally effective for all students, principals must be strong instructional leaders.