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A Study Of The Relationship Between Student Achievement And The Variables Of Teacher Perceived Instructional Leadership Behaviors Of Principals And Teacher Attendance
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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 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 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 Educational Management by : Harry Tomlinson
Download or read book Educational Management written by Harry Tomlinson and published by Routledge. This book was released on 2013-10-30 with total page 1813 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education management and leadership is a key area of study in education. Educational Management: Major Themes in Education brings together the most important literature in the field, exploring the historical context, the training and development of leaders and their roles in leading people and managing resources in education. The collection provides a focus on the major issues which are current in educational management throughout the world. The four volumes are arranged thematically, as follows: Volume 1: Educational Values Values and Religion Emotions and Gender Politics and Micropolitics Volume 2: Educational Theory Theory School of Effectiveness and School Improvement Financial Management and LSM Further Education Volume 3: Educational Leadership Leadership and Headteachers Learning Leadership Middle Leadership Volume 4: Educational Change History and Research Strategy, Marketing, Change and Culture A new introduction by the editor provides an overview of the field and guides the reader through this wealth of material. Titles also available in this series include, Literacy (June 2004, 4 Volumes, £495), Special Educational Needs and Inclusive Education (August 2004, 4 Volumes, £495) and the forthcoming Early Years Education (2005, c.4 Volumes, c. £475)
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 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis International Handbook of Educational Leadership and Administration by : Kenneth A. Leithwood
Download or read book International Handbook of Educational Leadership and Administration written by Kenneth A. Leithwood and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 1188 pages. Available in PDF, EPUB and Kindle. Book excerpt: EDITORS This introduction to the International Handbook of Educational Lead ership and Administration describes some of the motivation for devel oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 The Effects of Principal Leadership on Teacher Morale and Student Achievement by : Lawrence A. Hindt
Download or read book The Effects of Principal Leadership on Teacher Morale and Student Achievement written by Lawrence A. Hindt and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school climate. For this reason, teacher morale is a topic of great concern to public school administrators. Moreover, research suggests that poor teacher morale negatively affects student performance just as high teacher morale positively affects student performance. Research also indicates that teacher morale is influenced more by the leadership style of the principal than any other single factor. This study was designed to determine whether certain relationships exist between teacher morale and the following independent variables: (1) principal trust and (2) leadership satisfaction. Additionally, investigations were conducted to determine whether the aforementioned independent variables lead to increased student achievement. Information regarding teacher morale was collected from 65 teachers using the 2009 MDed - Multi Dimensional Education Incorporated (MDed) Survey at three 7-8 Initiative schools in a large suburban district in southeast Texas. It was the intent of this study to determine whether principal leadership and teacher morale are significantly correlated. The study also demonstrated whether or not teachers' and principals' perceptions of leadership behaviors contribute to student achievement. vi After analyzing the data, it was found that principal leadership behaviors do significantly impact teacher morale, and student achievement. Additionally, it was found that positive teacher morale and student achievement in the Initiative Schools influenced positive student behaviors, ultimately reducing student discipline referrals. Multiple interventions were put into place that led to the positive outcomes. The interventions, new principal leadership, ongoing intensive staff development, establishment of small learning communities, reduction of student population and low student to teacher class ratios, were the catalysts that lead to the Initiative Schools' transformational success, a transformation of high teacher morale, increased student achievement, and positive student behaviors.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools by : Susan E. Elliott
Download or read book The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools written by Susan E. Elliott and published by . This book was released on 2000 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Meeting the K-14 Challenge written by and published by . This book was released on 2007 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels by : Michael D. Thomas
Download or read book The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels written by Michael D. Thomas and published by . This book was released on 1997 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
