Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

Autor/inn/en	Grissom, Jason A.; Loeb, Susanna; Master, Benjamin
Titel	Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals
Quelle	In: Educational Researcher, 42 (2013) 8, S.433-444 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X13510020
Schlagwörter	Principals; Instructional Leadership; Administrator Role; Correlation; Academic Achievement; Achievement Gains; Observation; Urban Schools; Administrator Behavior; Longitudinal Studies; Regression (Statistics); Public Schools; Student Records; Administrator Characteristics; Coaching (Performance); Faculty Development; Educational Development; Teacher Evaluation; Institutional Characteristics; Time Management; Structured Interviews; Surveys; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Korrelation; Schulleistung; Achievement gain; Leistungssteigerung; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Public school; Öffentliche Schule; Schülerakte; Bildungsentwicklung; Teacher appraisal; Lehrerbeurteilung; Zeitmanagement; Survey; Umfrage; Befragung
Abstract	Scholars have long argued that principals should be "instructional leaders," but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over 3 school years. We find that principals' time spent broadly on instructional functions does not predict student achievement growth. Aggregating across leadership behaviors, however, masks that some specific instructional investments predict year-to-year gains. In particular, time spent on teacher coaching, evaluation, and developing the school's educational program predict positive achievement gains. In contrast, time spent on informal classroom walkthroughs negatively predicts student growth, particularly in high schools. Additional survey and interview evidence suggests this negative association may arise because principals often do not use walkthroughs as part of a broader school improvement strategy. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10