School Principals' Managerial Behaviours and Students' Achievement: An Empirical Analysis of Italian Middle Schools

Autor/inn/en	Agasisti, Tommaso; Falzetti, Patrizia; Soncin, Mara
Titel	School Principals' Managerial Behaviours and Students' Achievement: An Empirical Analysis of Italian Middle Schools
Quelle	In: International Journal of Educational Management, 34 (2020) 5, S.937-951 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agasisti, Tommaso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-11-2018-0350
Schlagwörter	Principals; Foreign Countries; Outcomes of Education; Institutional Characteristics; Correlation; Socioeconomic Status; Administrator Attitudes; Academic Achievement; Achievement Tests; Scores; Student Characteristics; School Administration; Educational Change; Instructional Leadership; Administrator Behavior; Middle School Students; Italy + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausland; Lernleistung; Schulerfolg; Korrelation; Socio-economic status; Sozioökonomischer Status; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Italien
Abstract	Purpose: This research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation Committee for Education (INVALSI) for 2013/14 school year. Design/methodology/approach: Employing an educational production function, the authors regress a set of student and school's characteristics, enriched by information from a questionnaire filled by school principals to estimate student's score at grade 8 (last year of junior secondary school), also taking into account student's prior achievement (at grade 6 -- first year of junior secondary school). Findings: Indicators about managerial practices have positive coefficients, but low statistical significance. Stronger associations between management variables and test scores are detected for low-SES schools. Originality/value: The research presented here is particularly innovative in the Italian context, where little evidence exists about the impact of managerial skills in education, though institutional reforms are leading towards a strengthening of school principal's leadership role. In this paper, the authors move a first step by describing managerial practices and their diffusion in different schools and geographical areas within the country. The authors focus the attention on the role of managerial practices (what principals do) and not on the managerial skills (what principals are able to do). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01