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A Study Of High School Principals Perceived Instructional Leadership Behaviors And The Correlation To Student Achievement
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Book Synopsis A Study of High School Principals' Perceived Instructional Leadership Behaviors and the Correlation to Student Achievement by : Jason John Kennedy
Download or read book A Study of High School Principals' Perceived Instructional Leadership Behaviors and the Correlation to Student Achievement written by Jason John Kennedy and published by . This book was released on 2006 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement by : Kerry Andrew Schindler
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level by : Michael Todd Jones
Download or read book An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level written by Michael Todd Jones and published by . This book was released on 2018 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Elusive Search by : Stewart Thorson
Download or read book An Elusive Search written by Stewart Thorson and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Assessing Instructional Leadership with the Principal Instructional Management Rating Scale by : Philip Hallinger
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement at the Elementary Level by : Jonathan L. Purser
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement at the Elementary Level written by Jonathan L. Purser and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Principals and Student Achievement by : Kathleen Cotton
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003-10-15 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teacher-Leaders' Perceptions of Principal Instructional Leadership Practices in Two Mid-South Charter High Schools by : Frednardo Doryell Davis
Download or read book Teacher-Leaders' Perceptions of Principal Instructional Leadership Practices in Two Mid-South Charter High Schools written by Frednardo Doryell Davis and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Book Synopsis A Study of Principal Instructional Leadership Behaviors Manifested in Successful and Nonsuccessful Urban Elementary Schools by : Margaret Mary Irma Cantu
Download or read book A Study of Principal Instructional Leadership Behaviors Manifested in Successful and Nonsuccessful Urban Elementary Schools written by Margaret Mary Irma Cantu and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis An Analysis of High School Principals' Technology Use Pertaining to Instructional Leadership Impacting Student Achievement by : Christopher A. Morrow
Download or read book An Analysis of High School Principals' Technology Use Pertaining to Instructional Leadership Impacting Student Achievement written by Christopher A. Morrow and published by . This book was released on 2010 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Analysis of the Relationship of High School Principals' Perceived Instructional Leadership Management Behaviors to School Size and to Student Achievement by : Joyce Anderson
Download or read book An Analysis of the Relationship of High School Principals' Perceived Instructional Leadership Management Behaviors to School Size and to Student Achievement written by Joyce Anderson and published by . This book was released on 2006 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principal Instructional Leadership Effect on High School Students' Literacy Achievement by : Kimberly Joyce Pinkney Kelly
Download or read book Principal Instructional Leadership Effect on High School Students' Literacy Achievement written by Kimberly Joyce Pinkney Kelly and published by . This book was released on 2020 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this applied study was to further understand the problem of poor literacy achievement among high school students and to design interventions for school leaders to impact and improve high school students’ literacy. Fifteen Florida secondary principals’ self-perceived instructional leadership behaviors were scored using the three dimensions of the Principal Instructional Management Rating Scale (PIMRS). The independent variables were the principal’s instructional behaviors, and the dependent variable was sophomore students’ Florida Standards Assessment English Language Arts school level scores for the 2016–2017 school year. In addition, semi-structured interviews were conducted using four open-ended questions to gather further information about instructional leadership behaviors that contributed to students’ literacy achievement. The study is grounded in the research of Bandura’s social cognitive theory. The survey, demographic, and student achievement data were analyzed through the use of Pearson’s product-moment correlation coefficient. Interviews were transcribed resulting in six common themes to all participants. Results revealed no significant relationship between the instructional leadership behaviors of Florida high principals and student reading achievement levels.
Book Synopsis High School Leaders and Their Schools: Profiles of effectiveness by :
Download or read book High School Leaders and Their Schools: Profiles of effectiveness written by and published by . This book was released on 1990 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of High School Principals' Instructional Leadership Behaviors as Perceived by Teachers in Urban Comprehensive and Magnet High Schools by : Mamie H. McCier
Download or read book A Study of High School Principals' Instructional Leadership Behaviors as Perceived by Teachers in Urban Comprehensive and Magnet High Schools written by Mamie H. McCier and published by . This book was released on 2003 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement by : Monte Damon Ladner
Download or read book The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement written by Monte Damon Ladner and published by . This book was released on 2014 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Book Synopsis A Study of the Relationship Between Student Achievement and the Variables of Teacher-perceived Instructional Leadership Behaviors of Principals and Teacher Attendance by : Reuben Earl Dilworth
Download or read book A Study of the Relationship Between Student Achievement and the Variables of Teacher-perceived Instructional Leadership Behaviors of Principals and Teacher Attendance written by Reuben Earl Dilworth and published by . This book was released on 1987 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Study of the Relationship Between Teachers' Perceptions of the Change-facilitator Style of Their Principals and the Extent to which the Characteristics of Effective Schools are Present in Their Schools by : Keith E. Mino (Jr)
Download or read book Study of the Relationship Between Teachers' Perceptions of the Change-facilitator Style of Their Principals and the Extent to which the Characteristics of Effective Schools are Present in Their Schools written by Keith E. Mino (Jr) and published by . This book was released on 1990 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
