From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students' Achievements

Autor/inn/en	Qadach, Mowafaq; Schechter, Chen; Da'as, Rima'a
Titel	From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students' Achievements
Quelle	In: Educational Administration Quarterly, 56 (2020) 5, S.736-778 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qadach, Mowafaq)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X20907133
Schlagwörter	Principals; Administrator Characteristics; Instructional Leadership; Teacher Characteristics; Teacher Effectiveness; Job Satisfaction; Mathematics Achievement; Science Achievement; Elementary School Teachers; Elementary School Students; Foreign Countries; School Organization; Faculty Development; Organizational Theories; School Effectiveness; Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; School organisation; Schulorganisation; Organisationstheorie; Schuleffizienz; Lehrerverhalten
Abstract	Purpose: This study explored a theoretical model proposing direct and mediated effects for principals' characteristics--principals' information-processing mechanisms (PIPMs) and instructional leadership (IL)--with organizational learning mechanisms (OLMs), for schools' OLMs with teachers' characteristics--teachers' affective commitment (TAC), collective teacher efficacy (CTE), and teachers' job satisfaction (TJS)--and finally, for teachers' characteristics with students' achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel's full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers' characteristics. TAC and CTE were significantly directly related to students' math and science achievements. Finally, OLMs promoted students' math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals' potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students' achievements). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01