The Influence of Principal Leadership on Classroom Instruction and Student Learning

Sebastian, James; Allensworth, Elaine

doi:10.1177/0013161x11436273

Cited by 280 publications

(277 citation statements)

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“…In response, a large body of international research has accumulated which supports the view that both quality of school leadership and teaching can have a significant impact on student learning outcomes (Bossert et al, 1982;Coelli and Green, 2012;Creemers and Kyriakides, 2008;Erickson, 1967;Hallinger, 2011;Heck, 1996, 1998;Leithwood et al, 2004Leithwood et al, , 2006Robinson, 2011;Robinson et al, 2008;Urick and Bowers, 2011;Witziers et al, 2003). Scholars increasingly accept the assertion that the impact of leadership on learning is achieved indirectly by shaping conditions that contribute to effective teaching and learning (Creemers and Kyriakides, 2008;Hallinger, 2011;Heck, 1996, 1998;Leithwood et al, 2004Leithwood et al, , 2006May and Supovitz, 2011;Robinson et al, 2008;Sebastian and Allensworth, 2012;Southworth, 2002;Urick and Bowers, 2011). Consequently, over the past 15 years, scholarship in this domain has focussed primarily on identifying and testing the "paths" through which leadership influences student learning in schools (Hallinger and Heck, 1996Heck andHallinger, 2009, 2010;Leithwood et al, 2004Leithwood et al, , 2006Leithwood et al, , 2010aMarks and Printy, 2003;Mulford and Silins, 2009;Printy et al, 2009;Robinson et al, 2008;Witziers et al, 2003).…”

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confidence: 99%

Modeling the longitudinal effects of school leadership on teaching and learning

Heck

Hallinger

2014

Journal of Educational Admin

197

130

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Purpose -The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality, and student learning in school improvement. The study's primary goal is to shed light on the paths through which leadership influences student learning. At the school level, the model examines the mediating effect of the school's instructional environment on leadership and student learning. At the classroom level, it examines how instructionally focussed leadership can moderate teacher effects on student learning. Then these multiple paths are examined in a single model that seeks to test and highlight the means by which leadership contributes to school improvement. Design/methodology/approach -The current study employed a multilevel longitudinal data set drawn from 60 primary schools in one state in the USA. Using a cross-classification approach to quantitative modeling, the research analyzes the complex cross-level interactions that characterize school-level and classroom level practices that contribute to school improvement and student learning. Findings -The results illustrate the utility of specifying multilevel relationships when examining the "paths" that link school leadership to student learning. First, leadership effects on student learning were fully mediated by the quality of the school's instructional environment. Second, the findings indicated that the classroom-related paths examined in this study directly influenced the measures of student math achievement. Third, the research found that instructionally focussed school leadership moderated the effect of individual teachers on student learning. Fourth, the results suggest that school leaders can enhance student outcomes by creating conditions that lead to greater consistency in levels of effectiveness across teachers. Practical implications -The study makes substantive contributions to the global knowledge base on school improvement by testing and elaborating on the "paths" that link school leadership and student learning. More specifically, the findings offer insights into strategic targets that instructional leaders can employ to enhance teacher effectiveness and school improvement. Thus, these results both support and extend findings from prior cross-sectional and longitudinal studies of leadership and school improvement. Originality/value -This is the first study that has tested a conceptualization of leadership for learning in a single "cross-classified longitudinal model" capable of capturing interactions among leadership, classroom teaching processes and growth in student learning. The research illustrates one "state-of-the-art" methodological approach for analyzing longitudinal data collected at both the school and classroom levels when studying school improvement.

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confidence: 99%

Modeling the longitudinal effects of school leadership on teaching and learning

Heck

Hallinger

2014

Journal of Educational Admin

197

130

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“…When principals share leadership and employ a collaborative approach to teachers' professional development, they foster a more supportive climate in which teachers are more likely to engage in instructional and professional change (Sebastian & Allensworth, 2012;Youngs & King, 2002). Coldren and Spillane (2007) defined the concept of instructional leadership as "the practice of making and sustaining connections to the instructional unit (i.e., the interaction of teacher, students, and material) that enable instructional improvement" (p. 371).…”

Section: Principals' Roles In Professional Development Leadershipmentioning

confidence: 99%

Principals’ perceptions of public schools’ professional development changes during NCLB

Wieczorek

2017

EPAA

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This study investigated public school principals' reports of professional development implementation at the school level while working in different state-and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000Statistics, , 2004Statistics, , 2007, I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers' planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers' participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers' participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a Education Policy Analysis Archives No. 25 Vol. 8 2 school community's location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers' professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures. Keywords: Accountability; education policy; hierarchical linear modeling; instructional leadership; professional development; NCLB Las percepciones de los directores de los cambios de desarrollo profesional en escuelas públicas durante NCLB Resumen: Este estudio investigó los informes de los directores de escuelas públicas sobre la implementación del desarrollo profesional a nivel escolar mientras se trabaja en diferentes contextos a nivel estatal-y local-(nivel de responsabilidad estatal, ubicaciones geográficas, estatus socioeconómico, demografía, y niveles de grado). Intenté medir los cambios reportados por los directores en los niveles de participación de los profesores y alineamiento del desarrollo profesional con los estándares, resultados del aprendizaje de los estudiantes, objetivos escolares, recursos y metas del distrito durante la implementación de la ley No Child Left Behind o NCLB. Usando el modelo de Probabilidades Proporcionales Lineales Generalizadas Jerárquicas de dos niveles (HGLM-PO por sus siglas en inglés), y tres agr...

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“…Rezultati istraživanja (Sebastian & Allensworth, 2012) ukazuju da direktor škole najveći uticaj na nastavu ima upravo kroz kreiranje pozitivne školske klime. Ono što treba istaći jeste da promene školskog etosa podrazumevaju socijalne kompetencije direktora.…”

Section: Distribuirano Liderstvounclassified

Karakteristike Savremenih Modela Liderstva U Obrazovanju

Ninković¹

2017

zop

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Apstrakt. Liderstvo je, posle kvaliteta poučavanja, najznačajniji faktor uspešnosti škole. U ovom radu analizirani su savremeni modeli liderstva u školi koji imaju podršku u rezultatima empirijskih radova. Predstavljeni su rezultati teorijskih razmatranja i empirijskih istraživanja o transformacionom, pedagoškom i distribuiranom liderstvu. Drugi deo rada posvećen je razmatranju osnovnih faktora koji posreduju u odnosu između školskog liderstva i uspešnosti školske organizacije. U tom smislu, govori se o ulozi profesionalnih zajednica nastavnika, profesionalnog razvoja nastavnika, školske klime i uključenosti roditelja u rad škole. Zaključuje se preporukama za školsku praksu i buduća istraživanja.Ključne reči: škola, transformaciono liderstvo, pedagoško liderstvo. UVOD U poslednjih dvadeset godina polemiše se o strategijama sistemskih reformi obrazovanja (Fullan, 2009). Ističe se da se savremene škole sve više oslanjaju na timski rad, saradnju i demokratsko upravljanje. Stručnjaci naglašavaju da nove uloge direktora postaju presudne za unapređenje obrazovne efektivnosti odnosno postignuća učenika osnovnih i srednjih škola (Pont, Nushe, & Moorman, 2008).U naučnoj i stručnoj javnosti se više ne postavlja pitanje o važnosti liderstva u obrazovanju. Školski lideri unapređuju obrazovna postignuća * Stefan Ninković, stefan.ninkovic@ff.uns.ac.rs  Tekst je nastao tokom rada na projektu Značaj participacije u društvenim mrežama za prilagođavanje evrointegracijskim procesima (broj projekta 179037), finansiranom od strane Ministarstva prosvete, nauke i tehnološkog razvoja Republike Srbije.

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The Influence of Principal Leadership on Classroom Instruction and Student Learning

Cited by 280 publications

References 55 publications

Modeling the longitudinal effects of school leadership on teaching and learning

Modeling the longitudinal effects of school leadership on teaching and learning

Principals’ perceptions of public schools’ professional development changes during NCLB

Karakteristike Savremenih Modela Liderstva U Obrazovanju

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