Instructional leadership influence on collective teacher efficacy to improve school achievement.

Autor/inn/en	Fancera, Samuel F.; Bliss, James R.
Titel	Instructional leadership influence on collective teacher efficacy to improve school achievement.
Quelle	In: Leadership and policy in schools, 10 (2011) 3, S. 349-370Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700763.2011.585537
Schlagwörter	Empirische Untersuchung; Evaluation; Methodologie; Lehrer; Nordamerika; Schule; Schulleitung; Statistik; Evaluation; USA; Bildungsmanagement; Schulerfolg; Methodologie; Schule; Schulleitung; Lehrer; Schulerfolg; Statistik; Nordamerika; USA
Abstract	The purpose of this study was to examine whether instructional leadership functions, as defined in Hallinger's Principal Instructional Management Rating Scale, positively influence collective teacher efficacy to improve school achievement. Teachers from sample schools provided data for measures of collective teacher efficacy and instructional leadership, while school report cards provided data for measures of socioeconomic status and school achievement. The authors used these data to test their hypothesized model of school achievement via path analysis. They identified school socioeconomic status as a stronger predictor of student achievement than either instructional leadership or collective teacher efficacy. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/1