Perceptions and relationships to school resources and academic achievement: Implications for the principal as instructional leader

Abstract

Multiple elements help to define school climate and its dimensions. The focus of an effective school climate is often on relationships/quality interactions, parental/community involvement, order and discipline, trust and feelings of safety, and classroom overcrowding. However, there is insufficient research on the elements of school resources and the relationship to student academic achievement. There are even fewer studies on teachers' perceptions of this element and its affect student achievement. The researchers used secondary data to analyze teachers' perceptions related indices of school resources and its direct relationship to student academic achievement. According to the data results, there were no significant differences between elementary and middle school teachers' perceptions about access to resources. However, there was a difference in teachers' perceptions who worked in schools with proficient reading and math scores on standardized test.

Service quality and students’ academic achievement

“…Students’ contextual conditions involve a large range of factors, including parent characteristics (Fan and Chen, 2001; Omar et al , 2009), place of birth (Goni et al , 2018), socioeconomic status (Sirin, 2005; Lacour and Tissington, 2011; Berkowitz et al , 2017) and relationships with parents, teachers and peers (Baker et al , 2008; Darling-Hammond, 2000; Rivkin et al , 2005). School factors involve the leadership style (Boudreaux et al , 2016), school and classroom climate (Reyes et al , 2012; Berkowitz et al , 2017), learning approaches (Baliram and Ellis, 2019; Chen and Yang, 2019), the location of the school’s resources (Browning and Rigolon, 2019; Savasci and Tomul, 2013) and classroom-based physical activity (Donnelly and Lambourne, 2011; Mavilidi et al , 2020). …”

“…School factors involve the leadership style (Boudreaux et al , 2016), school and classroom climate (Reyes et al , 2012; Berkowitz et al , 2017), learning approaches (Baliram and Ellis, 2019; Chen and Yang, 2019), the location of the school’s resources (Browning and Rigolon, 2019; Savasci and Tomul, 2013) and classroom-based physical activity (Donnelly and Lambourne, 2011; Mavilidi et al , 2020).…”

Dimensions of School Effectiveness in the Secondary Schools of Pakistan

“…Glatthorn (2000) discussed the instructional leaders with focus on "standards based curricula; performance evaluation; assessment-driven instruction; and authentic learning" (p. 3). Therefore, the principals were named as the curriculum leaders (Boudreaux, Martin, & McNeal, 2016). McGuire (2001) found the dimensions for instructional leadership such as: leadership knowledge of the principal, preservation or long view, collaboration, professional development, accountability, cooperation, skill achievement, lifelong learning, and responsiveness; this received support from others as well (e.g., DuFour & Marzano, 2015;Eaker & DuFour, 2015).…”