Leadership styles and school climate variables of the Pashiardis-Brauckmann holistic leadership framework. An intimate relationship?

Autor/inn/en	Pashiardis, Petros; Brauckmann, Stefan
Titel	Leadership styles and school climate variables of the Pashiardis-Brauckmann holistic leadership framework. An intimate relationship?
Quelle	Aus: Pashiardis, Petros (Hrsg.): Modeling school leadership across Europe. In search of new frontiers. Dordrecht u.a.: Springer (2014) S. 89-106 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-7289-0; 978-94-007-7289-2
DOI	10.1007/978-94-007-7290-8_5
Schlagwörter	Führungsstil; Empirische Untersuchung; Evaluation; Faktorenanalyse; Erwartung; Schulleiter; Elternmitwirkung; Schulkultur; Lehrer; Lehrerfortbildung; Schüler; Interaktion; Schulerfolg; Feedback; Lernen; Lehren; Internationaler Vergleich; Einflussfaktor; Konzeption; Modell; Deutschland; England; Italien; Niederlande; Norwegen; Slowenien; Ungarn
Abstract	In this chapter, school climate variables are employed in order to explore school principals' influence on student achievement through the Pashiardis-Brauckmann holistic leadership framework. The aim is to identify the mechanisms through which leadership influences student learning. For the purposes of the LISA project, a number of school climate variables were used as mediating variables between the principal's leadership styles and student achievement. All analyses pointed towards a model comprising seven such mediating factors. The seven school climate factors were labeled as follows: professional development opportunities, evaluation and feedback, teacher commitment, parental involvement, teaching and learning practices, student-teacher interactions, and student expectations. Then, an analysis was performed that examined the degree to which school leadership styles reliably predicted school climate variables. The findings suggest that the instructional, the structuring, and the entrepreneurial leadership styles are utilized by school principals in order to enhance student achievement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3