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Abstract: The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers' perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.
While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).
This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and teachers. A nonexperimental comparative design was used. Quantitative data were collected via a version of the Principal Instructional Management Rating Scale that was adapted for application to assistant principals. Analysis of variance, independent-samples t-test, correlation, and nonresponse bias analysis were conducted. Effect size and standard error were calculated. Results indicated that the mean scores given by principals were the highest given by any of the three role groups and those given by teachers were the lowest including the lowest seven mean subscale scores among all role groups. Analysis of variance and t-test results of survey responses indicated that, though statistically significant differences were identified regarding school level, gender of the assistant principal, and role of the rater, no practical differences were found. Results further indicated that there was a negligible relationship between experience and ratings of assistant principal instructional leadership. Recommendations include those related to suggestions for continued research on this topic as well as implications for the practice of instructional leadership for assistant principals.
The primary purpose of this study was to determine if relationships existed between the 21 instructional leadership behaviors identified by Marzano, Waters, and McNulty (2005) and elementary student academic achievement in the areas of reading, writing, and science as measured by the state accountability test (STAAR). A total of 25 principals representing 25 elementary school campuses completed the Adapted School Leadership Behaviors Survey (ASLBS). This survey was adapted from the School Leadership Behaviors Survey (SLBS) Schindler (2012) and used to assess principal self-perceptions of the 21 instructional leadership behaviors as they relate to campus student achievement. Correlational analyses were conducted to investigate the relationship between elementary school principals’ perception of their 21 instructional leadership behaviors and student achievement as measured by the state assessment (STAAR) Percent at Phase-in Satisfactory Standard or Above (Sum of All Grades Tested) in the subjects of reading, writing, and science. The findings of the study would suggest that there were some weak uphill (positive) relationships between the 21 instructional leadership behaviors and campus student achievement. However overall the correlations found could be described as having a range between no linear relationship and a moderate downhill (negative) relationship. For purposes of this study, correlations where -.30 ≤ r ≤.30 were deemed too small to discuss in detail but are included in the statistical tables for reference. Negative notable correlations were found between the instructional leadership behaviors of change agent, contingent rewards, flexibility, intellectual stimulation, involvement in curriculum and instruction optimizer, and outreach and one or more of the STAAR tested subjects of reading, writing, and science. Of all the positively correlated, none were statistically significant. The leadership behavior of Change Agent was negatively correlated to writing (r = -.518) and statistically significant (p=.008). The leadership behavior of Contingent Rewards was negatively correlated to science (r = -.412) and statistically significant (p=.041). The leadership behavior of Involvement in Curriculum was positively correlated to writing (r = -.419) and statistically significant (p=.037). These three leadership behaviors showed a moderate downhill (negative) relationship to campus academic achievement. Of the three correlations which were found to be negative and at a statistically significant level (p≤ .05), the greatest negative correlation found was where r = -.518 which is still a very small correlation. The sample size was such that relationships were found, but significance would not be generalizable.
The purpose of this study is to examine the effects of instructional leadership practices performed by the principal and the academic achievement on the Tennessee Gateway Tests by his/her students. The researcher sought to determine if a relationship between specific leadership practices performed by the principal and overall student achievement on the three gateway tests, English, Math, and Biology, exists. High school principals whose school fell within one standard deviation of the mean school size and one standard deviation of the mean in socio-economic status were surveyed. Data for this quantitative study were collected using the Instructional Leadership Practices Survey, developed by the researcher using the current literature regarding instructional leadership practices. The responses to the survey were used to analyze instructional leadership practices performed by a principal using both descriptive and inferential statistics. Data collected from the State of Tennessee report cards for each school involved in the study were also used in order to attempt to draw a correlation between leadership practices and student achievement. The findings indicated that there was not a relationship between the specific principal leadership practices and student achievement on the Tennessee Gateway Tests. The findings also indicated that the average high school principal in the State of Tennessee spends less than 10 hours per week monitoring instruction.
This study explored the relationship between the implementation of processes directed at improving school-level functions and student academic success. Specifically, the researcher used the Collaborative Leadership Organizational Practices Survey (CLOPS) to measure how fidelity of implementation of the Ohio Improvement Process (OIP) influenced sixth grade students’ reading and mathematics achievement. The CLOPS identified areas of strength and weakness in school level OIP implementation, thereby exposing gaps in the school improvement process. The study was conducted in 57 schools in four midwestern districts. Each school administered the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) formative assessment tool during fall and winter in two content areas, reading and mathematics. Those same schools adopted the OIP as the school improvement model. Research design employed the survey responses, publically available demographic data considered as control variables. The change from fall formative assessment scores to winter formative assessment scores for reading and mathematics in Grade 6 was identified as the dependent variable. Data included principal responses that reflected the principals’ perceptions of the degree of OIP implementation at the school-level, demographic data retrieved from the state education agency website, and school aggregated formative assessment data from fall and winter assessments. Multiple regression analysis was used to determine if the degree of fidelity of OIP implementation in a school influenced student achievement from fall to winter assessment administrations. Results identified three OIP practices at the teacher-based team level positively impacted the change in student achievement from fall to winter: (a) teachers on a team, which is described as membership on the teacher-based teams; (b) common post-assessment results, which are described as teams working together to review student progress after the completion of a common post-assessment and, (c) implementation of inclusive instructional practices, which are described as agreed upon instructional strategies that are research based with data that can be effective with all students. Practical implications for collaborative leadership practices within the context of a structured improvement process provide a model for districts to enhance achievement for all students. Future research should address ways to increase the impact of collaborative leadership practices in a structured improvement process. This research could include the impact of levels of trust, academic emphasis and collective efficacy of a staff within the structured improvement process on increased student achievement.
As a result of the No Child Left Behind Act of 2001, the accountability, annual testing, and demonstrating academic progress of all students has become a major priority of educators throughout the nation. In Ohio, schools are rated based on their students' performance on state diagnostic and achievement tests (e.g., Local Report Cards). Therefore, school principals and other school personnel are in constant pursuit of learning how to educate students more efficiently. The purpose of this study was to determine the specific practices and leadership emphasis of the principal that are perceived to positively impact student achievement. Three successful elementary schools were investigated through principal interviews, teacher focus groups, and observations. The schools chosen were each designated as an Ohio School of Promise, meaning each has made great strides in positive student achievement scores in spite of a low socioeconomic level. Qualitatively, the study explored the perceptions of the principal's role in successful schools by answering the following research questions: (a) How does the principal support instruction aligned to the state's academic content standards? (b) How does the principal maintain continuous improvement of the school? (c) What is the principal's role in the design of instruction for student success? (d) What is the principal's role in developing partnerships with parents and the community to support student success? (e) What is the principal's role in developing a culture where each individual feels valued? As a result of the data analysis process, 13 themes developed among the three schools (e.g., common planning time, curriculum mapping, and intervention). However, an all-encompassing idea kept reoccurring: The principals were able to create the culture where both adults and students excelled. The principals engaged in activities that created and sustained a sense of belonging for students, teachers, parents, and the communities in which the schools resided. They also successfully provided a clear direction for students and teachers. These findings are perceived to be a major reason why students are achieving great success at these schools.
Even though the role of the assistant principal originated in the 1800s, it has been given very little attention in the literature. Little, if anything, has been done to define this role or to provide training for those who serve in this capacity. In most school systems, the assistant principalship is the training-ground for the principalship and it also is the starting position for the majority of assistant principals who expect to move upwards into other areas of school administration. In addition, the last two decades have brought about changing job pressures and expectations for the principal and the assistant principal. Because the assistant principal is frequently more actively engaged in the lives of students than is the principal, this administrator also helps to establish the culture of the building. Therefore, it seemed relevant to study the role of the assistant principal to determine the typical range of duties engaged in and to identify how school districts might profit from the more effective use of this valuable resource. This study investigates the relationship between the assistant principal's instructional and transformational leadership style and student achievement. Student achievement was measured on the Ohio report card by the Adequate Yearly Progress rating, the Performance Index score and the school's Designation. Designation is the most representative of the three state scores because this score combines multiple measures of both the Adequate Yearly Progress score (AYP) and the Performance Index. An ex post facto design was utilized for this study. Participants, consisting of 100 assistant principals from rural, suburban and urban school districts throughout Ohio, were asked to complete a questionnaire that was developed by the researcher and entitled the Leadership Questionnaire for the Assistant Principal (LQAP). The questionnaire asked each respondent to rate the amount of time they spent during their work day engaged in a range of instructional and transformational leadership behaviors. Student achievement results for each building in which the assistant principals worked were then gathered from the Ohio Department of Education and correlated with the level of instructional and transformational tasks that the assistant principals reported. Three of the hypotheses tested were found to be significant. When both instructional and transformational leadership style were combined, they accounted for a significant amount of variance in predicting the school's performance on the Designation rating. In addition, instructional leadership alone predicted the school's Designation rating independent of transformational leadership. Transformational leadership alone predicted the Designation independent of the instructional leadership. According to the reported behaviors of the assistant principals, the amount of time this administrator continues to spend on discipline and traditional managerial tasks persists. They often receive no leadership training and have little or no opportunity to engage in instructional and transformational leadership activities. Results from this research suggest that if the assistant principal were trained in leadership skills and if their duties allowed them more opportunity to serve their school as instructional and transformational leaders, they might be a greater influence on student achievement and possibly help to close the achievement gap.