Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35

Autor/inn/en	Grissom, Jason A.; Loeb, Susanna
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35
Quelle	(2009), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Assistant Principals; Factor Analysis; Instructional Leadership; Self Evaluation (Individuals); Urban Schools; Administrator Effectiveness; Administrator Attitudes; Administrator Characteristics; School Administration; Administrator Role; School Effectiveness; Leadership Effectiveness; Educational Environment; Correlation; Measurement Techniques; Surveys; Teacher Attitudes; Parent Attitudes; School Demography; Academic Achievement; Differences; Job Analysis; Skills; Florida + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Faktorenanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Führungseffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Messtechnik; Survey; Umfrage; Befragung; Lehrerverhalten; Elternverhalten; Schulbesuchsrate; Schulleistung; Unterscheiden; Arbeitsanalyse; Skill; Fertigkeit
Abstract	While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most for school outcomes. Factor analysis of a 42-item task inventory distinguishes five skill categories, yet only one of them, the principals' organization management skills, consistently predicts student achievement growth and other success measures. Analysis of evaluations of principals by assistant principals confirms this central result. Our analysis argues for a broad view of instructional leadership that includes general organizational management skills as a key complement to the work of supporting curriculum and instruction. Two appendices are included: (1) Factor Loadings Matrix for Principal Effectiveness Factors; and (2) Factor Loadings Matrix for Assistant Principal Effectiveness Factors. (Contains 3 figures, 5 tables and 6 footnotes.) [This paper was supported by the Stanford University K-12 Initiative.] (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10