Examining Integrated Leadership Systems in High Schools: Connecting Principal and Teacher Leadership to Organizational Processes and Student Outcomes

Autor/inn/en	Sebastian, James; Huang, Haigen; Allensworth, Elaine
Titel	Examining Integrated Leadership Systems in High Schools: Connecting Principal and Teacher Leadership to Organizational Processes and Student Outcomes
Quelle	28 (2017) 3, S.1-16 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-5124
DOI	10.1080/09243453.2017.1319392
Schlagwörter	Principals; Teacher Leadership; High Schools; Comparative Analysis; Elementary Schools; Urban Schools; Academic Achievement; Administrative Organization; Surveys; Hierarchical Linear Modeling; Statistical Analysis; Structural Equation Models; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lehrerfunktionsstelle; High school; Oberschule; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement. [This article was published in "School Effectiveness and School Improvement," (EJ1149257).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01