Distributed Leadership Practices and Student Science Performance through the Four-Path Model: Examining Failure in Underprivileged Schools

Autor/in	Liu, Yan
Titel	Distributed Leadership Practices and Student Science Performance through the Four-Path Model: Examining Failure in Underprivileged Schools
Quelle	In: Journal of Educational Administration, 59 (2021) 4, S.472-492 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-07-2020-0159
Schlagwörter	Leadership Styles; Participative Decision Making; Instructional Leadership; Leadership Effectiveness; Teacher Leadership; Governing Boards; Disadvantaged Schools; Failure; School Administration; Performance Factors; Science Achievement; Socioeconomic Status; Minority Group Students; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Adolescents; English (Second Language); Correlation; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseffizienz; Lehrerfunktionsstelle; Governing body; Governing bodies; Leitungsgremium; Leistungsindikator; Socio-economic status; Sozioökonomischer Status; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation
Abstract	Purpose: As a failure analysis emphasizing school leadership in underprivileged schools serving socioeconomically disadvantaged and minority students, the study is interested in determining whether and to what extent variations in distributed leadership (DL) practices are related to student performance through the mediating effects of four-path variables. Design/methodology/approach: This research conducted secondary data analysis using the 2015 PISA American data. The study employed factor analysis and structural equation models (SEMs) to investigate multidimensional associations among a set of variables, including school socioeconomic status (SES), student composition, DL practices, school four-path factors and student performance. The research used a design-based resampling approach with balanced repeated replication (BRR) weights to analyze the complex survey data. Findings: The results indicate that, within a DL framework, teacher leadership in instructional management is positively and directly related to student performance. Governing board leadership in school administration is indirectly related to student performance through four-path variables' mediating effects. Importantly, though the two leadership sources help improve student performance, they are less prevalent in underprivileged schools with disproportional minority and socioeconomically disadvantaged students. Originality/value: This research is a failure analysis through the lens of DL for underprivileged schools. The study used rigorous quantitative approaches and examined multidimensional associations among school socioeconomic status (SES), DL, school factors that school leaders could maneuver and student performance. The evidence sheds light on remedial actions in failed schools to focus on improving teacher leadership and organizational capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01