Literaturnachweis - Detailanzeige
| Autor/inn/en | Short, Paula M.; Spencer, William A. |
|---|---|
| Titel | Principal Instructional Leadership. |
| Quelle | (1989), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Classroom Environment; Instructional Leadership; Principals; School Effectiveness; School Policy; Secondary Education; Student Attitudes; Teacher Attitudes; Alabama |
| Abstract | Although the literature points to principals' central role in enhancing school effectiveness, the demonstration of a causal relationship between their instructional leadership and student achievement is difficult. Researchers have suggested that instructional leadership can influence teaching and classroom practices through the establishment of belief structures and school policies promoting an "academic press." Based on current research findings, this paper hypothesizes a tie between student perception of classroom environment, principal instructional leadership as perceived by teachers, and student performance. Specifically, the study attempts to determine if teacher perceptions of principals' instructional leadership strength relate to differences in student perceptions of classroom environment variables associated with effective teaching characteristics. The study used a sample of 16 public secondary schools throughout east Alabama. Measuring instruments included the Principal Instructional Management Rating Scale and the Classroom Environment Scale. Data were analyzed using standard multiple regression techniques. Results support the hypothesized relationship between classroom environment and principal instructional leadership. Teachers in classrooms where students perceived high cooperation levels see their principals as highly involved in supervising and evaluating instruction and communicating school goals. Surprisingly, students in schools whose principals are judged to be instructional leaders perceive their teachers as aloof and formal. Other results and implications are discussed. Researchers still do not understand how instructional leadership affects student achievement. (34 references) (MLH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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