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AutorenPalmer, David; Hermond, Douglas; Gardiner, Carl
TitelPrincipals' Leadership Practices and Mathematics Pass Rate in Jamaican High Schools
QuelleIn: Administrative Issues Journal: Education, Practice, and Research, 2 (2014) 2, S.35-47 (13 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2153-7615
SchlagwörterForeign Countries; Principals; High Schools; High School Students; Mathematics Achievement; Instructional Leadership; Teacher Attitudes; Secondary School Teachers; Jamaica; Leadership Practices Inventory
AbstractThis research was intended to explore the degree to which leadership practices impacted Jamaican schools' mathematics achievement. More specifically, the researchers examined Jamaica's high school students' CSEC mathematics performance in relation to principals' instructional leadership behaviors as measured by teachers' perceptions, using Kouzes and Posner (2003) Leadership Practices Inventory (LPI). Data were gathered from 2-4 teachers from 42 high schools in Jamaica. The results indicated that those principals who had high LPI scores also lead schools with higher mathematics pass rates than those principals who had low LPI scores. More specifically, "enabling others to act" was established as the leadership practice most associated with high mathematics performance. Finally, we discovered that the traditional Jamaican high schools were more likely to experience satisfactory mathematics pass rates. (As Provided).
AnmerkungenSouthwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http::www.swosu.edu/academics/aij/index.asps
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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