Examining Instructional Leadership: A Study of School Culture and Teacher Quality Characteristics Influencing Student Outcomes

Autor/in	Ohlson, Matthew
Titel	Examining Instructional Leadership: A Study of School Culture and Teacher Quality Characteristics Influencing Student Outcomes
Quelle	In: Florida Journal of Educational Administration & Policy, 2 (2009) 2, S.102-124 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-3497
Schlagwörter	Instructional Leadership; School Culture; Teacher Effectiveness; Teacher Characteristics; Teacher Influence; Academic Achievement; Outcomes of Education; Elementary School Students; Teacher Attitudes; Attendance; Suspension; Urban Schools; Public Schools; Elementary School Teachers; Florida + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Schulkultur; Schulleben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Lernleistung; Schulerfolg; Lehrerverhalten; Anwesenheit; Ausschluss; Schulausschluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	First, to examine the influence of teacher input characteristics and teacher perceptions of school culture on student absences. Second, to examine the influence of teacher input characteristics and teacher perceptions of school culture on out-of-school suspensions. Data was obtained for the 2006-2007 school year from 23 urban public elementary schools in Florida. Using the school as the unit of analysis, data was collected examining student absences and suspensions during the 2006-2007 school year reported by the Florida Department of Education's School Indicators Report. Surveys were administered to examine collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership, identified by Gruenert and Valentine (1998) as the six components of the collaborative culture of a school. Surveys also documented teacher input characteristics such as years teaching, percent out of field, and highest degree obtained. Correlation using multiple regression was used to analyze the data. As the Unity of Purpose factor increased, the model predicted that student absences would decrease by 22.56%. In addition, the model predicted that when either the average years of experience for teachers within a school increased or when the Collaborative Leadership factor increased, student suspensions would decrease by 0.413%. and 4.81% respectively. (Contains 1 figure and 10 tables.) (As Provided).
Anmerkungen	University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail: FJEAPinfo@gmail.com; Web site: http://education.ufl.edu/Leadership/FJEAP/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10