The Race to Leadership Effectiveness: A Study on School Organization for High and Low Performing Georgia Schools

Autor/inn/en	Batts, Willie; Green, Robert B.; Stelzer, Jiri; Truby, William F.; Kim, Daesang; Lyons, Megan; Dreger, Kelly C.
Titel	The Race to Leadership Effectiveness: A Study on School Organization for High and Low Performing Georgia Schools
Quelle	In: Journal of Organizational and Educational Leadership, 7 (2022) 2, Artikel 4 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leadership Effectiveness; School Effectiveness; School Organization; Academic Achievement; High Achievement; Low Achievement; School Culture; Educational Improvement; Elementary Schools; Accountability; Common Core State Standards; Educational Legislation; Federal Legislation; Georgia + Suchen Sie Ihr Suchwort? Führungseffizienz; Schuleffizienz; School organisation; Schulorganisation; Schulleistung; Unterdurchschnittliche Leistung; Schulkultur; Schulleben; Teaching improvement; Unterrichtsentwicklung; Elementary school; Grundschule; Volksschule; Verantwortung; Common core curriculum; Curriculum; Kerncurriculum; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	With the adoption of such initiatives as No Child Left Behind (NCLB), Common Core State Standards (CCSS), and the College and Career Readiness Performance Index (CCRPI), there is increasing pressure for students to meet and exceed performance expectations. This is easier said than done, especially given that not all organizational structures are helpful to student performance. A quantitative, correlational study was done to determine the relationship between school organization and school performance within Georgia schools. Subgroup comparisons between high and low performing schools were included in analyses. Results showed that high organizational effectiveness was associated with high student performance outcomes. High performing schools had significantly higher organizational effectiveness than low performing schools. The findings of this study help teachers, administrators, and policy makers determine essential organizational themes that help students succeed. The use of positive organizational characteristics is encouraged in order for students to have much better success moving forward. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01