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The relationship between principals'...

Pauli, Dennis.

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The relationship between principals' leadership behaviors concerning professional learning communities and student achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between principals' leadership behaviors concerning professional learning communities and student achievement./
Author:	Pauli, Dennis.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
Description:	108 p.
Notes:	Source: Dissertations Abstracts International, Volume: 69-01, Section: A.
Contained By:	Dissertations Abstracts International69-01A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256258

The relationship between principals' leadership behaviors concerning professional learning communities and student achievement.
Pauli, Dennis.

The relationship between principals' leadership behaviors concerning professional learning communities and student achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 108 p.

Source: Dissertations Abstracts International, Volume: 69-01, Section: A.

Thesis (Ed.D.)--Roosevelt University, 2007.

Purpose. The purpose of this study was to measure the relationship between elementary school principals' emphasis on the behaviors consistent with the five characteristics of principals of Professional Learning Communities (PLCs) as defined by DuFour and Eaker and student performance on the Illinois Standards Achievement Test (ISAT). The research hypotheses were that there will be (1) a significant positive relationship between the five characteristics of principals of PLCs and student achievement and (2) a significant positive relationship between student achievement and each of these characteristics: (a) leading through vision and values, (b) involving faculty in shared decision making, (c) providing faculty with information, training, and parameters, (d) modeling, and (e) being results-oriented. Methodology. Data were collected from elementary principals throughout Illinois meeting the criteria of serving in a K-5, K-6, or 1-6 school and having served as the principal in such a school for a minimum of three years. Principals completed a 30 item electronic questionnaire assessing the degree to which they emphasize behaviors consistent with the five characteristics of principals of PLCs. A total of 194 usable questionnaires were returned. Data were analyzed concerning the relationship between the emphasis principals place on such behaviors and student achievement. Additional analyses were run that included controlling for (a) the number of years the principal has served in his or her current building, (b) the percentage of low income students enrolled in the school, and (c) student enrollment in each school. Findings. The study revealed no significant relationships linking any of the principals' behaviors, individually or combined, to higher student achievement on ISAT. However, based on the relationship between principals' leadership and student achievement examined in this study, future research can be conducted as discussed in the recommendations given. Implications. The survey instrument has content validity and very high reliability. Therefore, it has several uses such as a tool for: (a) the development of principals, (b) the process of hiring principals, using some of the indicators as interview questions, and (c) to assess the degree to which an administrator and staff believe leadership behaviors are consistent with the five characteristics of PLCs.Subjects--Topical Terms:

3172164
School administration.

The relationship between principals' leadership behaviors concerning professional learning communities and student achievement.
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300 $a 108 p.
500 $a Source: Dissertations Abstracts International, Volume: 69-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ed.D.)--Roosevelt University, 2007.
520 $a Purpose. The purpose of this study was to measure the relationship between elementary school principals' emphasis on the behaviors consistent with the five characteristics of principals of Professional Learning Communities (PLCs) as defined by DuFour and Eaker and student performance on the Illinois Standards Achievement Test (ISAT). The research hypotheses were that there will be (1) a significant positive relationship between the five characteristics of principals of PLCs and student achievement and (2) a significant positive relationship between student achievement and each of these characteristics: (a) leading through vision and values, (b) involving faculty in shared decision making, (c) providing faculty with information, training, and parameters, (d) modeling, and (e) being results-oriented. Methodology. Data were collected from elementary principals throughout Illinois meeting the criteria of serving in a K-5, K-6, or 1-6 school and having served as the principal in such a school for a minimum of three years. Principals completed a 30 item electronic questionnaire assessing the degree to which they emphasize behaviors consistent with the five characteristics of principals of PLCs. A total of 194 usable questionnaires were returned. Data were analyzed concerning the relationship between the emphasis principals place on such behaviors and student achievement. Additional analyses were run that included controlling for (a) the number of years the principal has served in his or her current building, (b) the percentage of low income students enrolled in the school, and (c) student enrollment in each school. Findings. The study revealed no significant relationships linking any of the principals' behaviors, individually or combined, to higher student achievement on ISAT. However, based on the relationship between principals' leadership and student achievement examined in this study, future research can be conducted as discussed in the recommendations given. Implications. The survey instrument has content validity and very high reliability. Therefore, it has several uses such as a tool for: (a) the development of principals, (b) the process of hiring principals, using some of the indicators as interview questions, and (c) to assess the degree to which an administrator and staff believe leadership behaviors are consistent with the five characteristics of PLCs.
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