A Study of High School Principals' Perceived Instructional Leadership Behaviors and the Correlation to Student Achievement PDF Download

Author: Jason John Kennedy
Publisher:
ISBN:
Category :
Languages : en
Pages : 106

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Author: Kerry Andrew Schindler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286

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The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.

Author: Michael Todd Jones
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 214

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The primary purpose of the study was to determine what correlational and descriptive relationships could be found between self-perceived leadership behaviors of assistant principals and campus student achievement at the high school level. The study was based on the research by Marzano, Waters, and McNulty (2003) that identified 21 leadership behaviors. A total of 200 assistant principals at the high school level in Texas were surveyed. Respondents were selected from the 20 Educational Service Center regions of the state. A random sample of high schools with four population levels were selected for the study. Of the potential 200 participants, 23 respondents completed the survey. The study used a stratified random sampling procedure to identify assistant principals across the state. A Pearson correlation was used to determine any statistical significance or correlation to campus student achievement in relationships to assistant principal self-perceived behaviors. Population of the study was N = 23. Results of the study suggest that there were some positive relationships between self-perceived leadership behaviors and student achievement. Some behaviors indicated positive relationship to leadership behaviors. STAAR campus achievement scores from 2014-2015 were used to identify potential relationships to these behaviors. Three content areas were covered which included content areas of All Subjects, Math, and Reading at the high school level. In All Subjects, small positive correlations were found between leadership behaviors and campus student achievement. In Math, there were positive correlations and some statistical significance found. For Reading, positive correlations and some statistical significance was found. Future recommendations would be to explore specific leadership behavior traits with a larger population to determine if any relationships exists between leadership behavior and campus student achievement.

Author: Stewart Thorson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133

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The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.

Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210

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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: Kathleen Cotton
Publisher: ASCD
ISBN: 1416601120
Category : Education
Languages : en
Pages : 122

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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: Jonathan L. Purser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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The primary purpose of this study was to determine if relationships existed between the 21 instructional leadership behaviors identified by Marzano, Waters, and McNulty (2005) and elementary student academic achievement in the areas of reading, writing, and science as measured by the state accountability test (STAAR). A total of 25 principals representing 25 elementary school campuses completed the Adapted School Leadership Behaviors Survey (ASLBS). This survey was adapted from the School Leadership Behaviors Survey (SLBS) Schindler (2012) and used to assess principal self-perceptions of the 21 instructional leadership behaviors as they relate to campus student achievement. Correlational analyses were conducted to investigate the relationship between elementary school principals’ perception of their 21 instructional leadership behaviors and student achievement as measured by the state assessment (STAAR) Percent at Phase-in Satisfactory Standard or Above (Sum of All Grades Tested) in the subjects of reading, writing, and science. The findings of the study would suggest that there were some weak uphill (positive) relationships between the 21 instructional leadership behaviors and campus student achievement. However overall the correlations found could be described as having a range between no linear relationship and a moderate downhill (negative) relationship. For purposes of this study, correlations where -.30 ≤ r ≤.30 were deemed too small to discuss in detail but are included in the statistical tables for reference. Negative notable correlations were found between the instructional leadership behaviors of change agent, contingent rewards, flexibility, intellectual stimulation, involvement in curriculum and instruction optimizer, and outreach and one or more of the STAAR tested subjects of reading, writing, and science. Of all the positively correlated, none were statistically significant. The leadership behavior of Change Agent was negatively correlated to writing (r = -.518) and statistically significant (p=.008). The leadership behavior of Contingent Rewards was negatively correlated to science (r = -.412) and statistically significant (p=.041). The leadership behavior of Involvement in Curriculum was positively correlated to writing (r = -.419) and statistically significant (p=.037). These three leadership behaviors showed a moderate downhill (negative) relationship to campus academic achievement. Of the three correlations which were found to be negative and at a statistically significant level (p≤ .05), the greatest negative correlation found was where r = -.518 which is still a very small correlation. The sample size was such that relationships were found, but significance would not be generalizable.

Author: Frednardo Doryell Davis
Publisher:
ISBN:
Category :
Languages : en
Pages :

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While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).

Author: Margaret Mary Irma Cantu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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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: Christopher A. Morrow
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 228

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This study tested the relationship of information technology usage by high school principals in their instructional leadership behaviors and student achievement. Data were collected for instructional leadership, information technology usage by an original survey instrument developed for the purposes of the current study. The Instructional Leadership Information Technology Inventory (ILITI) was provided to high school principals ( n =750) throughout the State of Texas. Results were collected using a web-based data collection service. After eliminating responses generated from less-tenured principals and deleting respondents with incomplete responses, 102 usable survey responses were used in the study. In order to relate survey responses to student achievement, campus-level data were necessary regarding student achievement. Using the Texas Education Agency's data research website, exit-level Texas Assessment of Knowledge and Skills (TAKS) were gathered in English language arts, mathematics, social studies, and science. Average achievement results for each campus were matched with the appropriate principal responses. Using three control variables of per pupil expenditures, percentage of limited English proficient students, and percentage of economically disadvantaged students, four separate hierarchical multiple regression analyses were performed, one for each of the academic disciplines. Results indicated that there exist no statistically significant relationships between perceived principal technology use and student achievement in English language arts, mathematics, or science. However, in the area of social studies, it was determined that the principals' use of information technology within the dimension of managing the instructional program had a correlation to student achievement on the social studies TAKS.