School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs

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342 citations0/0 files storedCanadian Journal of Education / Revue canadienne de l éducation

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School Leadership and Teacher Performance Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary schools supported this hypothesis. Schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and school‐community partnerships, and higher student achievement. Increasing the transformational leadership practices in schools makes a small but practically important contribution to overall student achievement. Key words: teacher efficacy, transformational leadership, path analysis, grade 3 and 6 Les directions d’écoles sont imputables au regard du rendement scolaire sur lequel elles n’ont aucun effet direct d’après la plupart des études. Les auteurs ont testé un modèle selon lequel la direction d’école contribuerait indirectement au rendement scolaire à travers l’implication des enseignants et leurs façons de percevoir leur capacité collective. L’analyse acheminatoire (path analysis) de données issues de 205 écoles primaires vient étayer cette hypothèse. Les écoles présentant un niveau plus élevé de leadership transformationnel se distinguaient par une plus grande efficacité du corps enseignant, une implication plus grande des enseignants vis‐à‐vis de la mission de l’école, de l’équipe‐école, des partenariats école‐communauté et un meilleur rendement scolaire. L’amélioration d’un écart‐type des méthodes propres au leadership transformationnel dans les écoles augmenterait le rendement scolaire en lecture, en écriture et en mathématiques en 3e et en 6e années de 0,22 d’un écart type. Mots clés : efficacité des enseignants, leadership transformationnel, analyse acheminatoire, 3e et 6e années

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References

1999Self-Efficacy: The Exercise of Control 1992Alternative Ways of Assessing Model Fit 1985Social Foundations of Thought and Action : A Social Cognitive Theory 1979National Council of Teachers of Mathematics 1995Testing Structural Equation Models.1993Perceived Self-Efficacy in Cognitive Development and Functioning 1987Practical Issues in Structural Modeling 1990Transformational leader behaviors and their effects on followers' trust in leader, satisfaction, and organizational citizenship behaviors

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2012Preparing Teachers and Developing School Leaders for the 21st Century 2016Supporting the professional learning of teachers in China: Does principal leadership make a difference?2013Comparing the effects of instructional and transformational leadership on student achievement 2020An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance 2017Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions

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