Leadership for Indigenous Education: Culture-Based Communication and the Impact on Student Achievement in Hawaii

Autor/inn/en	Ciotti, Kapono; Shriner, Michael; Shriner, Bethanne
Titel	Leadership for Indigenous Education: Culture-Based Communication and the Impact on Student Achievement in Hawaii
Quelle	In: Journal of International Education and Leadership, 9 (2019) 2, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-7252
Schlagwörter	Scores; State Standards; Correlation; Leadership Styles; School Administration; Interpersonal Communication; Administrator Characteristics; Hawaiians; Institutional Mission; Prediction; Academic Achievement; Reading Tests; Mathematics Tests; Elementary Secondary Education; Public Schools; Charter Schools; Administrator Attitudes; Cultural Influences; Western Civilization; Educational Philosophy; Indigenous Populations; Comparative Analysis; Intercultural Communication; Conflict; Principals; Emotional Response; Teacher Effectiveness; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Korrelation; Führungsstil; Interpersonale Kommunikation; Hawaianer; Vorhersage; Schulleistung; Lesetest; Public school; Öffentliche Schule; Charter school; Charter-Schule; Cultural influence; Kultureinfluss; Bildungsphilosophie; Erziehungsphilosophie; Sinti und Roma; Interkulturelle Kommunikation; Konflikt; Principal; Schulleiter; Emotionales Verhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sozioökonomischer Faktor
Abstract	In this quantitative correlational research study, the degree to which a school leader's culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles. Learners under school leaders who use an accommodating culture-based communication style were likely to score less on reading scores (a decline of 0.28) compared to engaging leaders. The study has implications for school leaders in that communicating with a style that was congruent with the Native Hawaiian community may have a negative impact on student achievement in reading. The conclusions in study might help to close the performance gap by providing insights to indigenous school leaders that support the performance of their students. (As Provided).
Anmerkungen	Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01