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A relationship among public school l...

Walden University., Education.

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A relationship among public school leadership, ethics, and student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A relationship among public school leadership, ethics, and student achievement./
作者:	Hughes, Christopher.
面頁冊數:	118 p.
附註:	Adviser: Don Jones.
Contained By:	Dissertation Abstracts International69-11A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3337323
ISBN:	9780549921264

A relationship among public school leadership, ethics, and student achievement.
Hughes, Christopher.

A relationship among public school leadership, ethics, and student achievement. - 118 p.

Adviser: Don Jones.

Thesis (Ed.D.)--Walden University, 2008.

Previous studies and reports indicate that ethical decision-making is a critical issue in public education, and that this may be especially true when schools face increased pressure to meet academic performance benchmarks with limited resources. However, little is currently known regarding the relationship between ethical behavior and student achievement. Accordingly, this study explored the relationship between ethics training for public elementary school principals and gains in their students' achievement in grades three to five. Drawing from several theories of ethics and moral judgment, this exploratory correlational study employed a single-stage convenience sample of 111 elementary principals serving in a southern U.S. state. Data was collected by means of a 29-item survey that examined the respondents' experience, students' achievement on the Southern Academic Exam (SAE), and ethics training. Chi-Square analyses were used to test for significant associations linking ethics training and student SAE achievement. Results indicated that there was a statistically significant relationship between ethics training and reported SAE performance, leading to the conclusion that public elementary school principals with ethics training significantly impact student achievement. It is recommended that higher learning institutions, other preparatory programs, professional education organizations, and legislators utilize the results of this research to more relevantly promote and enforce ethical school leadership behavior. This study is valuable to school leaders as well because it addresses professional decision-making processes and the need for more effective ethics training. This investigation can contribute to positive social change by changing the attitudes and approaches found in the educational, professional, and legislative fields toward ethics training.

ISBN: 9780549921264Subjects--Topical Terms:

626645
Education, Administration.

A relationship among public school leadership, ethics, and student achievement.
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245 1 2 $a A relationship among public school leadership, ethics, and student achievement.
300 $a 118 p.
500 $a Adviser: Don Jones.
500 $a Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4197.
502 $a Thesis (Ed.D.)--Walden University, 2008.
520 $a Previous studies and reports indicate that ethical decision-making is a critical issue in public education, and that this may be especially true when schools face increased pressure to meet academic performance benchmarks with limited resources. However, little is currently known regarding the relationship between ethical behavior and student achievement. Accordingly, this study explored the relationship between ethics training for public elementary school principals and gains in their students' achievement in grades three to five. Drawing from several theories of ethics and moral judgment, this exploratory correlational study employed a single-stage convenience sample of 111 elementary principals serving in a southern U.S. state. Data was collected by means of a 29-item survey that examined the respondents' experience, students' achievement on the Southern Academic Exam (SAE), and ethics training. Chi-Square analyses were used to test for significant associations linking ethics training and student SAE achievement. Results indicated that there was a statistically significant relationship between ethics training and reported SAE performance, leading to the conclusion that public elementary school principals with ethics training significantly impact student achievement. It is recommended that higher learning institutions, other preparatory programs, professional education organizations, and legislators utilize the results of this research to more relevantly promote and enforce ethical school leadership behavior. This study is valuable to school leaders as well because it addresses professional decision-making processes and the need for more effective ethics training. This investigation can contribute to positive social change by changing the attitudes and approaches found in the educational, professional, and legislative fields toward ethics training.
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