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 language | English |
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Article number | 101023 |
Journal | Studies in Educational Evaluation |
Volume | 70 |
DOIs | |
State | Published - Sep 2021 |
Bibliographical note
Publisher Copyright:© 2021 Elsevier Ltd
Funding
The study was supported by a grant from the School Leadership Program , U.S. Department of Education ( U363A130108 ). The opinions and possible errors are the authors’ responsibilities.
Funders | Funder number |
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School Leadership Program | |
U.S. Department of Education, OSERS | U363A130108 |
Keywords
- Direct effect
- Growth
- Longitudinal study
- Multilevel multiset time-series model
- Principal leadership
- School performance
- Student achievement
- Teacher perspective
ASJC Scopus subject areas
- Education