The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement

Autor/inn/en	Park, Joo-Ho; Lee, In Heok; Cooc, North
Titel	The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement
Quelle	In: Educational Administration Quarterly, 55 (2019) 5, S.742-780 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X18821355
Schlagwörter	Principals; Communities of Practice; Teacher Expectations of Students; High School Students; Grade 11; Mathematics Achievement; Longitudinal Studies; Leadership Effectiveness; Attitude Change; Teacher Attitudes; Public Schools; Mathematics Teachers; Social Environment; Teacher Responsibility; School Role; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Community; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Führungseffizienz; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Public school; Öffentliche Schule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Soziales Umfeld; Lehrverpflichtung
Abstract	Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers' expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school's positive climate and lead to changing teachers' instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01