Principal Leadership Practices, Organizational Improvement, and Student Achievement

Sebastian, James; Gordon, Molly

doi:10.4324/9780429356247-13

Cited by 5 publications

(6 citation statements)

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“…This study affirmed that principals' instructional leadership has both direct and indirect impacts on student learning, reinforcing the existing literature about the influence of principals' instructional leadership on student learning (Allensworth et al., 2020; Hou et al., 2019; Purser, 2018). According to Hallinger (2018), principals' instructional leadership achieves its effect by establishing a school mission, fostering the learning environment, and developing instructional programs.…”

Section: Discussionsupporting

confidence: 84%

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Hu,

Duyar

2024

Future in Educational Research

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The purpose of this study was to examine the influence of principals' instructional leadership, teachers' attitudes toward change, teachers' attitudes toward school museums' instructional mission, and schools' collaborative learning culture on students' level of key competencies (e.g., cognitive, creative, and cooperative competencies). A special emphasis was given to the examination of whether the school contexts in the form of school museums have any significant influence on student learning. A random sample of 22 public schools with museums was selected from four cities in China (Shanghai, Shaoxing, Hangzhou, and Foshan). A total of 111 school teachers and 1171 students were included as participants. Multilevel confirmatory factor analysis and structural equation modeling were employed to analyze multisource survey data. Findings revealed that principals' instructional leadership positively influenced students' key competencies, which was mediated by teachers' attitudes toward school museums' instructional mission and schools' collaborative learning culture. Similarly, teachers' attitudes toward change positively predicted students' key competencies. The findings of the study suggest that school museums can be instrumental in improving student learning and, thus, may contribute to large‐scale learning policy changes that incorporate cognitive learning with noncognitive, social, and emotional aspects of learning.

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Section: Discussionsupporting

confidence: 84%

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Hu,

Duyar

2024

Future in Educational Research

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“…Finally, this type of research should be extended to monitor the progress of students affected by the pandemic, allowing for continued adjustment to policy and practice over time. A growing literature is evaluating the efficacy of interventions designed to remediate learning loss, including (but not limited to) high-dosage tutoring (Allensworth & Schwartz, 2020; Hough et al, 2021; Robinson et al, 2021), extended learning time (Allensworth & Schwartz, 2020), and summer learning programs (McCombs & Augustine, 2021). Although providing recommendations for policy and practice based on a full review of these studies is beyond our scope, existing and future research may provide useful insights to guide decision-making about how to best address the learning loss we have documented in our study.…”

Section: Discussionmentioning

confidence: 99%

The Effect of COVID on Oral Reading Fluency During the 2020–2021 Academic Year

et al. 2022

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Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency (ORF) assessment—a rapid assessment taking only a few minutes that measures a fundamental reading skill—to examine COVID’s effects on children’s reading ability during the pandemic. We find that students in the first 200 days of the 2020–2021 school year tended to experience slower growth in ORF relative to prepandemic years. We also observe slower growth in districts with a high percentage of English language learners and/or students eligible for free and reduced-price lunch. These findings offer valuable insight into the effects of COVID on one of the most fundamental skills taught to children.

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“…Positive teacher–student relationships increase students’ engagement in the learning process [ 7 ], their learning motivation [ 8 , 9 ], and self-esteem [ 10 , 11 ]. Greater perceived support from teachers protects the student from the negative consequences of self-isolation [ 12 ] and helps the teacher to notice gaps in the student’s learning [ 13 ]. Finally, researchers [ 14 ] found that students who maintain positive relationships with teachers are more likely to have positive expectations and values related to academic success.…”

Section: Introductionmentioning

confidence: 99%

Antecedents Predicting Students’ Active Use of Learning Strategies in Schools of Low SES Context within the Framework of Self-Determination Theory

Brandišauskienė

Bukšnytė-Marmienė

Česnavičienė

2023

EJIHPE

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Meeting a student’s autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students’ learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students’ use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.

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Principal Leadership Practices, Organizational Improvement, and Student Achievement

Cited by 5 publications

References 0 publications

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

The Effect of COVID on Oral Reading Fluency During the 2020–2021 Academic Year

Antecedents Predicting Students’ Active Use of Learning Strategies in Schools of Low SES Context within the Framework of Self-Determination Theory

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