School leadership and student achievement. The mediating effects of teacher beliefs.

Autor/inn/en	Ross, John A.; Gray, Peter
Titel	School leadership and student achievement. The mediating effects of teacher beliefs.
Quelle	In: Canadian journal of education, 29 (2006) 3, S. 798-822Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0380-2361; 1918-5979
Schlagwörter	Schuljahr 03; Schuljahr 06; Schulleitung; Grundschule; Sekundarbereich; Lehrer; Lehrerkollegium; Schüler; Schülerleistung; Effizienz; Einflussfaktor; Kanada
Abstract	Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary schools supported this hypothesis. Schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and school-community partnerships, and higher student achievement. Increasing the transformational leadership practices in schools makes a small but practically important contribution to overall student achievement. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/4