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Relationship of principal leadership...

Griffin, Sandra Elizabeth.

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Relationship of principal leadership and school and teacher effects on student performance within a principal accountability system.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationship of principal leadership and school and teacher effects on student performance within a principal accountability system./
Author:	Griffin, Sandra Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	194 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3321400
ISBN:	9780549710493

Relationship of principal leadership and school and teacher effects on student performance within a principal accountability system.
Griffin, Sandra Elizabeth.

Relationship of principal leadership and school and teacher effects on student performance within a principal accountability system. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 194 p.

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2008.

This item must not be sold to any third party vendors.

This study examined teacher perceptions of principal leadership as related to student achievement and sought to provide a link between principal leadership and student performance in the subject areas of English/language arts and math. It explored that relationship within a principal accountability system to determine whether or not principal leadership, as defined within a principal accountability system and as perceived by teachers, is related to the accountability outcome of student performance, defined by adequate yearly progress as required by No Child Left Behind. The school effects of size and poverty levels, and the teacher effect of years of experience were also examined in order to provide a richer base of research and to draw more precise conclusions regarding the relationship between principal leadership and student achievement. This research was done within a principal accountability system in a large urban district in the southeastern United States. Student performance was examined using adequate yearly progress (AYP) status based upon criterion referenced assessments which are the accountability instruments used in this district and state. Perceptions of principal leadership and accountability were studied using teacher surveys from the principal assessment instrument developed by and used in this district. Principal leadership and adequate yearly progress status in English/language arts were not found to be strongly associated. Principal leadership was found to have a stronger relationship to student achievement in math than in English/language arts. However, the relationship was not strong enough to have practical significance. This study did reveal that other variables were statistically significant. Poverty, school size, and teachers' years of experience were related to student performance. As the poverty level increased, the probability of the school meeting adequate yearly progress in English/language arts decreased. As the school size increased, the probability of meeting adequate yearly progress in English/language arts decreased. Schools with large numbers of inexperienced teachers were less likely to meet adequate yearly progress in English/language arts. Each of these findings held true for adequate yearly progress status in math. The study also indicated there are factors that affect adequate yearly progress status in math other than those addressed in this study.

ISBN: 9780549710493Subjects--Topical Terms:

3172164
School administration.

Relationship of principal leadership and school and teacher effects on student performance within a principal accountability system.
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500 $a Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
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500 $a Advisor: Harrill, Lynn.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study examined teacher perceptions of principal leadership as related to student achievement and sought to provide a link between principal leadership and student performance in the subject areas of English/language arts and math. It explored that relationship within a principal accountability system to determine whether or not principal leadership, as defined within a principal accountability system and as perceived by teachers, is related to the accountability outcome of student performance, defined by adequate yearly progress as required by No Child Left Behind. The school effects of size and poverty levels, and the teacher effect of years of experience were also examined in order to provide a richer base of research and to draw more precise conclusions regarding the relationship between principal leadership and student achievement. This research was done within a principal accountability system in a large urban district in the southeastern United States. Student performance was examined using adequate yearly progress (AYP) status based upon criterion referenced assessments which are the accountability instruments used in this district and state. Perceptions of principal leadership and accountability were studied using teacher surveys from the principal assessment instrument developed by and used in this district. Principal leadership and adequate yearly progress status in English/language arts were not found to be strongly associated. Principal leadership was found to have a stronger relationship to student achievement in math than in English/language arts. However, the relationship was not strong enough to have practical significance. This study did reveal that other variables were statistically significant. Poverty, school size, and teachers' years of experience were related to student performance. As the poverty level increased, the probability of the school meeting adequate yearly progress in English/language arts decreased. As the school size increased, the probability of meeting adequate yearly progress in English/language arts decreased. Schools with large numbers of inexperienced teachers were less likely to meet adequate yearly progress in English/language arts. Each of these findings held true for adequate yearly progress status in math. The study also indicated there are factors that affect adequate yearly progress status in math other than those addressed in this study.
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