The relationship between growth in principal leadership and growth in school performance: The teacher perspective

Jianping Shen, Xin Ma, Nancy Mansberger, Huang Wu, Louann A.Bierlein Palmer, Sue Poppink, Patricia L. Reeves

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school's average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of. 481 in reading and small effect size of. 254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice.

Original languageEnglish
Article number101023
JournalStudies in Educational Evaluation
Volume70
DOIs
StatePublished - Sep 2021

Bibliographical note

Publisher Copyright:
© 2021 Elsevier Ltd

Keywords

  • Direct effect
  • Growth
  • Longitudinal study
  • Multilevel multiset time-series model
  • Principal leadership
  • School performance
  • Student achievement
  • Teacher perspective

ASJC Scopus subject areas

  • Education

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