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Principal leadership and student ach...

Sandfort, Geoffrey Ryan.

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Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam./
Author:	Sandfort, Geoffrey Ryan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
Description:	219 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4143.
Contained By:	Dissertation Abstracts International70-11A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3379507
ISBN:	9781109483482

Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam.
Sandfort, Geoffrey Ryan.

Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 219 p.

Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4143.

Thesis (D.Ed.)--University of California, Santa Barbara and California Polytechnic State University, 2009.

School reforms over the past four decades reflect the perception that American education is in crisis and have been grounded in efforts to address low student achievement, with a corresponding appeal for increased accountability for student performance. The focus on achievement and accountability has fostered policy innovations such as the California High School Exit Exam (CAHSEE), an assessment instrument designed to both ensure minimum proficiency in mathematics and language arts and reconcile the interests and priorities of California's private sector, educational, and governmental stakeholders. Although a rich and expanding body of literature exists exploring associations between principal leadership and student achievement outcomes, to date, no study has employed this metric to gauge the impact of principals' leadership style on student performance. Similarly, potential connections between principal leadership and student achievement in non-urban settings such as California's Central Coast have been largely overlooked. The objective of this study was (1) to investigate the extent to which California high school principals perceive themselves to utilize structural, human resource, political, and symbolic leadership; and (2) to examine connections, if any, between each specific leadership style and student performance as measured by pass rates on the California High School Exit Exam (CAHSEE).

ISBN: 9781109483482Subjects--Topical Terms:

2122799
Educational administration.

Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam.
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245 1 0 $a Principal leadership and student achievement: An examination of connections between structural, human resource, political, and symbolic leadership on performance outcomes on the California High School Exit Exam.
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300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4143.
500 $a Adviser: Naftaly S. Glasman.
502 $a Thesis (D.Ed.)--University of California, Santa Barbara and California Polytechnic State University, 2009.
520 $a School reforms over the past four decades reflect the perception that American education is in crisis and have been grounded in efforts to address low student achievement, with a corresponding appeal for increased accountability for student performance. The focus on achievement and accountability has fostered policy innovations such as the California High School Exit Exam (CAHSEE), an assessment instrument designed to both ensure minimum proficiency in mathematics and language arts and reconcile the interests and priorities of California's private sector, educational, and governmental stakeholders. Although a rich and expanding body of literature exists exploring associations between principal leadership and student achievement outcomes, to date, no study has employed this metric to gauge the impact of principals' leadership style on student performance. Similarly, potential connections between principal leadership and student achievement in non-urban settings such as California's Central Coast have been largely overlooked. The objective of this study was (1) to investigate the extent to which California high school principals perceive themselves to utilize structural, human resource, political, and symbolic leadership; and (2) to examine connections, if any, between each specific leadership style and student performance as measured by pass rates on the California High School Exit Exam (CAHSEE).
520 $a The study design was mixed-methods. Quantitative survey data were collected electronically from a purposefully selected sample of 14 administrators from high school districts in Santa Barbara and Ventura Counties in California. Qualitative data were generated vis-a-vis telephone interviews with select principals, based on strength of orientation to a particular leadership style as per responses to survey items.
520 $a This study highlighted two sets of dichotomies, revealing principals' orientation to functions of school management in the Human Resource and Symbolic frames of leadership versus their orientation to functions of school leadership in the Political and Structural frames, as well as administrators' attention to relationships versus tasks.
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