A longitudinal study of principals' activities and student performance

May, Henry; Huff, Jason; Goldring, Ellen

doi:10.1080/09243453.2012.678866

Cited by 86 publications

(110 citation statements)

References 43 publications

Supporting

Mentioning

101

Contrasting

Unclassified

Order By: Relevance

“…May et al (2012) point to the complex relationships catalogued among existing research studies, for instance the indirect influences of principals on student outcomes, mediated through other factors (again) such as teachers' pedagogy, motivation and working conditions and organisational context (see amongst others Heck and Hallinger, 2009;Louis et al, 2010). Indeed, Hallinger and Heck (2011) lament the abundance of research attempting to measure leadership effects on student outcomes using 'mediating effects' models and the dearth of studies exploring alternative methodologies such as 'reciprocal effects models' (eg Hallinger and Heck, 1996b) where leadership practices are themselves influenced by change over time in organisational context and teacher variables such as behaviour and practices.…”

Section: )mentioning

confidence: 96%

Using mixed methods to investigate school improvement and the role of leadership

Sammons

Davis

Day

et al. 2014

Journal of Educational Admin

View full text Add to dashboard Cite

A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractPurpose -The purpose of this paper is to discuss the use of mixed methods research in a major three year project and focuses on the contribution of quantitative and qualitative approaches to study school improvement. It discusses the procedures and multiple data sources used in studying improvement using the example of a recent study of the role of leadership in promoting improvement in primary and secondary schools' academic results in England. Although the definition of improvement used was based on robust analyses of data on students' academic outcomes, the mixed methods design enabled a broader perspective to be achieved.Design/methodology/approach -The study illustrates how the multilevel analysis of students' national assessment and examination results based on national data sets for primary and secondary schools in England were used to investigate the concept of academic effectiveness based on value-added methodology. Using three successive years of national results a purposive sample of schools were identified that could be classified as both effective and improving over the period [2003][2004][2005]. In addition, surveys and interviews were used to gather evidence of the role of stakeholder perceptions in investigating school improvement strategies and processes.Findings -National student attainment data sets were used for the identification of improving and effective schools and revealed the importance of considering their different starting points in their classification of three distinctive improvement groups. The combination of quantitative survey data from headteachers and key staff with qualitative case study data enabled a range of analysis strategies and the development of statistical models and deeper understanding of the role of leadership.Research limitations/implications -The limitations of a focus on only academic outcomes and "value-added" measures of student progress are discussed. The challenges and opportunities faced in analysis and integration of the different sources of evidence are briefly explored. Practical implications -The study contributes to the knowledge base on the identification of school improvement and use of performance data. The findings on strategies and processes that support improvement are of relevance to policy makers and practitioners, especially school leaders.Originality/value -The mixed methods design adopted in the study enabled the research to combine rigorous quantitative and in-depth qualitative data in new ways to extend and make new claims to knowledge about the role of school leadership in promoting school improvement based on the study of effective and improved schools' experiences.

show abstract

Section: )mentioning

confidence: 96%

Using mixed methods to investigate school improvement and the role of leadership

Sammons

Davis

Day

et al. 2014

Journal of Educational Admin

View full text Add to dashboard Cite

show abstract

“…One study of principals and their time allocation practices found that principals allocate their time across a variety of responsibilities, including matters related to employees, budgeting, student services, external relations and a host of other areas (Goldring et al, 2008;Grissom, Loeb & Master 2013;Horng, Klasik & Loeb, 2010;Spillane, Camburn & Pareja, 2007;Spillane & Hunt, 2010). Principals also spend time on organisational management, including, specifically, personnel management, budgeting and other school outcomes (Horng, Klasik, & Loeb, 2010;May, Huff, & Goldring, 2012). At the teacher level, research has shown that TM trainings can help teachers increase their TMSs (Claessens, Eerde, Rutte, & Roe, 2007) for better results.…”

Section: Time Management and Its Scopementioning

confidence: 99%

“…Teachers work as architects, building children's future and, thus, the future of the world. Similarly, principals must invest their time in different curricular activities, such as developing and transmitting instructions and coaching and supporting teachers' professional development, all of which are directly associated with positive student outcomes (Grissom, Loeb, & Master, 2013;May, Huff, & Goldring, 2012), teacher satisfaction, motivation and quality education.…”

Section: Introductionmentioning

confidence: 99%

Effect of Time Management on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis

Sahito¹,

Väisänen²

2017

IJHE

View full text Add to dashboard Cite

The present study was conducted to investigate the relationship between time management, job satisfaction and motivation among teacher educators in university departments, institutes and faculties of education in the Sindh province of Pakistan. Using an interview approach, the researchers recorded the professional stories of 40 teacher educators. The interviews and the analysis focused particularly on teacher educators' skills, routines and characteristics related to time management, job satisfaction and motivation. This article advances current knowledge by revealing the values of narrative analysis including, especially, qualitative research methods as a means for disseminating the evidence-based information. In so doing, it offers teacher educators and heads of universities, faculties, institutes and departments a reliable resource for understanding how teacher educators improve their time management skills to increase job satisfaction and motivation and make their professional and personal lives more meaningful.

show abstract

“…As a result, we know that principals of an average U.S. school who perform all of these core leadership behaviors, which best describe shared instructional leadership, promote the greatest increase in student outcomes (see Robinson et al, 2008). However, this line of inquiry has focused on the effectiveness of these behaviors rather than the principal, who is able to perform or not perform these behaviors (Leithwood & Jantzi, 2008;Urick & Bowers, 2011, in press), and the school context, in which the characteristics-for example, student demographics, school location, or grade level-influence the effectiveness of these behaviors differently (Louis et al, 2010;May, Huff, & Goldring, 2012). Our conceptualization of types, the grouping of principals, compared to styles, the grouping of behaviors, better accounts for the differences in the way that principals may or may not perform these idealized behaviors in their specific school context (Fiedler, 1964(Fiedler, /1978(Fiedler, , 1966(Fiedler, , 1967Miller & Rowan, 2006).…”

Section: Core Leadership Behaviorsmentioning

confidence: 99%

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Urick

Bowers

2013

Educational Administration Quarterly

133

170

View full text Add to dashboard Cite

Purpose: Effective styles of principal leadership can help address multiple issues in struggling schools, such as low student achievement and high rates of teacher attrition. Although the literature has nominated certain “idealized” leadership styles as being more or less effective, such as transformational, instructional, and shared instructional leadership, we have little evidence about how principals may or may not choose to practice these styles across U.S. schools. Research Design: Latent class analysis was used to identify different types of principals across the United States. We analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys. A final sample of 7,650 public schools and principals was included in the analysis. Findings: Instead of idealized leadership styles signifying variations in practice, the differences between types of principals were defined by the degree of principal and teacher leadership. Further, the school and principal context, such as school size, urbanicity, accountability performance, and principal background, predicted the three significantly different principal types: controlling, frequent principal leadership; balkanizing, high degree of leadership shared with teachers; or integrating, frequent principal leadership as well as a high degree of leadership shared with teachers. Conclusions: These types suggest that principals simultaneously practice leadership behaviors associated with multiple leadership styles in accordance with their background and school context. These findings provide support for the use of more complex models to assess school leader effectiveness.

show abstract

A longitudinal study of principals' activities and student performance

Cited by 86 publications

References 43 publications

Using mixed methods to investigate school improvement and the role of leadership

Using mixed methods to investigate school improvement and the role of leadership

Effect of Time Management on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Contact Info

Product

Resources

About