Transformational school leadership for large-scale reform. Effects on students, teachers, and their classroom practices.

Autor/inn/en	Leithwood, Kenneth; Jantzi, Doris
Titel	Transformational school leadership for large-scale reform. Effects on students, teachers, and their classroom practices.
Quelle	In: School effectiveness and school improvement, 17 (2006) 2, S. 201-227Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600565829
Schlagwörter	Führungsstil; Zufriedenheit; Schulleitung; Grundschule; Lehrer; Schülerleistung; Motivation; Unterrichtsgestaltung; Lesefertigkeit; Mathematische Kompetenz; Transformation; Arbeitsbedingungen; Arbeit; Soziologie; Leistung; Wirkung; Wirkungsforschung; England; Großbritannien
Abstract	Using data from a larger 4-year evaluation of England's National Literacy and Numeracy Strategies, this study tested the effects of a school-specific model of transformational leadership on teachers (motivation, capacities, and work settings), their classroom practices, and gains in student achievement. Some 2,290 teachers from 655 primary schools responded to 2 forms of a survey (literacy and numeracy) measuring all variables in our framework. Our measure of student achievement was gains in the British government's own Key Stage 2 tests over either 2 (numeracy) or 3 (literacy) years. Path analytic techniques were used to analyze the several different versions of the results. Results indicate significant effects of leadership on teachers' classroom practices but not on student achievement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5