Understanding How Leadership Matters: Collective Efficacy and Student Achievement

Autor/inn/en	Haug, Matthew E.; Wasonga, Teresa
Titel	Understanding How Leadership Matters: Collective Efficacy and Student Achievement
Quelle	In: Athens Journal of Education, 8 (2021) 2, S.197-220 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	High Schools; School Effectiveness; College Readiness; Academic Achievement; Institutional Characteristics; Public Schools; High School Students; High School Teachers; College Entrance Examinations; Urban Schools; Suburban Schools; Rural Schools; School Location; Correlation; Illinois; Illinois (Chicago); ACT Assessment + Suchen Sie Ihr Suchwort? High school; Oberschule; Schuleffizienz; Schulleistung; Public school; Öffentliche Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Aufnahmeprüfung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulgelände; Korrelation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01