Within the Accountability Era: Principals' Instructional Leadership Behaviors and Student Achievement

Autor/inn/en	O'Donnell, Robert J.; White, George P.
Titel	Within the Accountability Era: Principals' Instructional Leadership Behaviors and Student Achievement
Quelle	In: NASSP Bulletin, 89 (2005) 645, S.56-71 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
Schlagwörter	Accountability; Principals; Instructional Leadership; Academic Achievement; Middle Schools; Public Schools; Socioeconomic Status; Rating Scales; Teacher Attitudes; Data Analysis; Achievement Tests; Predictor Variables; Reading Achievement; Educational Administration; Pennsylvania + Suchen Sie Ihr Suchwort? Verantwortung; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Rating-Skala; Lehrerverhalten; Auswertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Leseleistung; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Researchers randomly selected Pennsylvania public middle level schools to identify significant relationships between principals' instructional leadership behaviors and student achievement, with school socioeconomic status (SES) as a secondary variable of interest. For each participant school, four teachers and the principal were asked to complete Hallinger's (1987) Principal Instructional Management Rating Scale. This instrument includes 50 behaviors that have been identified by the research on effective schools. Data analysis includes achievement test data from the Pennsylvania System of School Assessment. Findings indicate that teacher perceptions of principal behaviors focused on improving school learning climate were identified as predictors of student achievement. In addition, principals of schools with SES who believe they frequently exhibit behaviors associated with defining their schools' respective missions are related to higher reading achievement. (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10