Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

Autor/in	Nathanaili, Valbona
Titel	Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System
Quelle	In: IAFOR Journal of Education, 4 (2016) 1, S.106-121 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; Measures (Individuals); School Effectiveness; Public School Teachers; Principals; Teacher Administrator Relationship; Teacher Influence; Teaching Experience; Correlation; Teacher Expectations of Students; Statistical Analysis; Albania + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Schuleffizienz; Principal; Schulleiter; Korrelation; Statistische Analyse; Albanien
Abstract	This article aims to evaluate the relation between school performance and the Teacher's Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational system in Albania who filled in self-report questionnaires with six items. The schools were chosen based on performance criteria, with higher and lower performance based on the Educational Directory of each city: Tirana, Kamëz, Elbasan and Shkodra. One of the conclusions is that teacher's influence by their colleagues is very low, (M = 2.5197), as is teacher's influence by their principals (M = 2.1789); but teachers are slightly more influenced by their colleagues. The school performance, in the case of Albanian public schools, is related very weak with the scale of teachers' influence. However, this relation is slightly higher in schools with lower performance. Furthermore, the school performance is overall more than the collective efforts of teacher and principals and involves the background of the school community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01