A Multilevel Exploratory Study of the Relationship between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools

Autor/inn/en	Goddard, Yvonne L.; Neumerski, Christine M.; Goddard, Roger D.; Salloum, Serena J.; Berebitsky, Daniel
Titel	A Multilevel Exploratory Study of the Relationship between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools
Quelle	In: Elementary School Journal, 111 (2010) 2, S.336-357 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/656303
Schlagwörter	Individualized Instruction; Principals; Teacher Attitudes; Administrator Role; Social Behavior; Social Attitudes; Teaching Methods; Elementary Schools; Public Schools; Teacher Surveys; Correlation + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Principal; Schulleiter; Lehrerverhalten; Social behaviour; Soziales Verhalten; Social attidude; Soziale Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Korrelation
Abstract	At a time when educators and policy makers are focused on improving outcomes for all children, we believe it is essential to understand better the ways in which principals may influence instructional norms in their schools. Our literature review led us to believe that a combination of leadership approaches is important for supporting teachers' use of differentiated instruction schoolwide to meet their students' diverse needs. Therefore, we examined whether principals' instructional support predicts differences among schools in group norms for the use of differentiated instruction. Data were drawn from a stratified random sample of a Midwestern state's noncharter public elementary schools. Hierarchical linear modeling results of surveys from 616 teachers in 77 schools revealed a positive and statistically significant relationship between these two constructs. In addition to presenting these findings, we discuss their importance and the need for further research in this area. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10