Principal Efficacy Beliefs for Instructional Leadership and their Relation to Teachers’ Sense of Collective Efficacy and Student Achievement

Goddard, Roger D.; Bailes, Lauren P.; Kim, Minjung

doi:10.1080/15700763.2019.1696369

Cited by 27 publications

(33 citation statements)

References 48 publications

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“…Regarding the differences found between public and private school principals, previous studies, such as those of Mancebón and Muñiz [98], Cordero, Prior, and Simancas [99], and Goddard, Bailes and Kim [100] already indicated that managerial differences between a private and a public school are important. In their study, Dronkers and Avram [101] indicated that the differences between the form of access to the job, the training requirements at the managerial level, and the socioeconomic level of the families and students of each school significantly influence principals' attitudes and beliefs.…”

Section: Discussionmentioning

confidence: 94%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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Section: Discussionmentioning

confidence: 94%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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“…However, in education research family wealth or related factors, such as receiving a free and reduced-price lunch, are still widely applied as a proxy of SES (e.g. Godddard et al. , 2020; Leithwood et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Accordingly, the strong links between instructional leadership and teacher efficacy (Liu et al. , 2021; Goddard et al. , 2020), professional learning (Liu and Hallinger, 2018), teacher retention and commitment (Boyce and Bowers, 2018), teaching practices (Bellibaş et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In recent years, research has offered convincing evidence that effective school leadership is an indispensable component in ensuring increased learning outcomes in schools (Grissom et al, 2021;Tan et al, 2020). Relevant research has also revealed that instructional leadership, which includes the direct involvement of school leaders in the betterment of teaching and learning processes, play an important role in yielding desired student achievement results (Goddard et al, 2020;Robinson et al, 2008). Overall, the literature indicates that leadership matters and that instructional leadership in particular is one of the essential elements in the process of improving schools and raising the student learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…, 2020). Relevant research has also revealed that instructional leadership, which includes the direct involvement of school leaders in the betterment of teaching and learning processes, play an important role in yielding desired student achievement results (Goddard et al. , 2020; Robinson et al.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership

Gümüş

Bellibaş

Pietsch

2022

JEA

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PurposeThe research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels.Design/methodology/approachUsing cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels.FindingsInstructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject.Research limitations/implicationsThis study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership.Originality/valueThe authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools.

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Unpacking collective teacher efficacy in primary schools: student achievement and professional development

Salas-Rodríguez

Lara

2022

Educ Res Policy Prac

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Little is known about how teacher professional development helps enhance collective teacher efficacy so as to improve student performance. The present systematic review addresses two research questions, first by identifying 583 studies that may contribute pertinent information and then by performing in-depth analysis to eliminate those that did not meet our inclusion and quality criteria. After analyzing 18 studies, the results of this review confirm the impact of collective efficacy on student performance and highlight the importance of the role of principals in fostering a culture of trust and collaboration among school administrators and teaching staff.

show abstract

Principal Efficacy Beliefs for Instructional Leadership and their Relation to Teachers’ Sense of Collective Efficacy and Student Achievement

Cited by 27 publications

References 48 publications

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership

Unpacking collective teacher efficacy in primary schools: student achievement and professional development

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