Exploring the Link between Principal Leadership and Family Engagement across Elementary and Middle School

Autor/inn/en	Smith, Tyler E.; Reinke, Wendy M.; Herman, Keith C.; Sebastian, James
Titel	Exploring the Link between Principal Leadership and Family Engagement across Elementary and Middle School
Quelle	84 (2021), S.49-62 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
Schlagwörter	Principals; Leadership Styles; Family School Relationship; Administrator Role; Collegiality; Teacher Attitudes; Elementary Schools; Middle Schools; Correlation; Trust (Psychology); Instructional Program Divisions; Student Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Special Education; Behavior Problems; Age Differences + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungsstil; Kollegialität; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Korrelation; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Special needs education; Sonderpädagogik; Sonderschulwesen; Age; Difference; Age difference; Altersunterschied
Abstract	As leaders in the school, principals play an important role in fostering family engagement. Unfortunately, little is known about specific aspects of leadership that promote family engagement. Collegial leadership, an aspect of principal leadership that promotes organizational health via trusting relationships and a sense of community, may be particularly useful to understanding how principals influence family engagement. Drawing on data from two randomized controlled trials evaluating the effects of teacher training in universal classroom management practices, the current study explores the relationship between teacher reports of family engagement and principal collegial leadership. Participants included 3208 students and 207 teachers across 18 elementary and middle schools in the Midwest United States. Utilizing hierarchical linear modeling, results revealed a significant positive relationship between family engagement and overall collegial leadership in addition to specific collegial leadership practices/characteristics. Further, baseline collegial leadership predicted increased end-of-year family engagement when controlling for baseline family engagement, developmental context, intervention status, and student-level characteristics. Overall, results provide empirical evidence for an important link between principal leadership practices and family engagement. Albeit promising, more research is needed to identify and explain the particular mechanisms by which principal collegial leadership may promote family engagement. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01