The School Principal and Student Learning Capacity

Autor/inn/en	Adams, Curt M.; Olsen, Jentre J.; Ware, Jordan K.
Titel	The School Principal and Student Learning Capacity
Quelle	In: Educational Administration Quarterly, 53 (2017) 4, S.556-584 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X17696556
Schlagwörter	Principals; Administrator Role; Hypothesis Testing; Student Needs; Personal Autonomy; Student Attitudes; Competence; Self Esteem; Academic Persistence; Student Characteristics; Teacher Student Relationship; Interaction; Educational Environment; Self Determination; Academic Ability; Leadership Responsibility; Urban Schools; Likert Scales; Transformational Leadership; Statistical Analysis; Correlation; Hierarchical Linear Modeling; Maximum Likelihood Statistics + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Hypothesenprüfung; Hypothesentest; Individuelle Autonomie; Schülerverhalten; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Likert-Skala; Statistische Analyse; Korrelation
Abstract	Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: "Hypothesis 1"--Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; "Hypothesis 2"--PSSPN is related to school differences in student-perceived competence-support; "Hypothesis 3"--Student-perceived need-support mediates the relationship between PSSPN and grit. Results: Evidence aligns with our initial theorizing about student learning capacity and principal support for student psychological needs. Student-perceived need-support, as a social characteristic of capacity, manifests itself through teacher-student interactions in the learning process. Need-supporting interactions varied significantly across schools, and principals played a critical role in developing an instructional environment that students experienced as nurturing autonomy and competence. Implications: PSSPN highlights the transformative effects that regular principal-teacher social exchanges can have on instructional practices. School principals who interacted with teachers about student psychological needs and need-supporting instructional practices contributed to a learning environment that students experienced as autonomy-supporting and competence-supporting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01