Download or read book An Analysis of Principal Leadership Styles and Student Achievement written by Michael Willard and published by . This book was released on 1987 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal Leadership Style and Student Achievement in Rural Secondary Schools in Lagos Nigeria written by Odinakachi Lilyan Onwuzuruike and published by GRIN Verlag. This book was released on 2023-01-30 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2023 in the subject Pedagogy - The Teacher, Educational Leadership, , language: English, abstract: The Leadership styles adopt by school principal plays an important role in raising the students' academic achievement in Nigeria. This study investigates whether the principal’s leadership styles influence student achievement in rural secondary schools in Nigeria. Firstly, the study determines the overall type of leadership style adopted by upper and lower rural secondary schools in Nigeria. Secondly, it establishes the principal leadership style behavior in both upper and lower secondary schools. Finally, the study intends to investigate the influence of the Nigerian principal leadership style on student achievement in upper and rural secondary schools. The research design used is a quantitative descriptive sectional survey research design. The theoretical or educational gap, locational gap, and the approach gap were identified. In the research process, the researcher utilized two survey questionnaires, "Leadership Orientation Survey" from Bolman and Terrence E. Deal which has three sections, leadership styles, leaders' behavior, and overall rating respectively. The second survey contains one section “principal leadership survey”. Forty-six teachers in upper and forty in lower rural secondary schools were asked, but only 20 in upper and 20 in lower responded during the research. Frequency, percentage, and mean were used.

Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.

Download or read book Leadership Styles and School Performance written by Erasto Kano and published by GRIN Verlag. This book was released on 2012-03-27 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers’ leadership styles and students’ academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.

Download or read book The Impact of Principal Leadership Styles on School Accountability written by Kimberly Nicole Bryant and published by . This book was released on 2014 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principals' leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals' information was not useful; thus leaving the researcher with a sample size of n = 110 participants. This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts. The findings of this study indicated that there were no statistically significant differences among the transformational, transactional, and passive avoidant leadership styles. It is imperative that principals draw from all leadership approaches (i.e. transformational, transactional, and passive avoidant approach) in their practice instead of focusing on just one type of leadership style. This is true especially in schools that serve a large percentage of students that come from families with low socioeconomic status since this study found that socioeconomic status had a statistical significant effect on student achievement. Only through the utilization of research-based practices will schools be able to raise the bar of student achievement by revamping the leadership style of the school's ultimate instructional leader, the principal.

Download or read book The Impact of Principal Leadership Styles on School Accountability written by Bryant Kimberly and published by LAP Lambert Academic Publishing. This book was released on 2015-01-06 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principals' leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals' information was not useful; thus leaving the researcher with a sample size of n = 110 participants. This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts.

Download or read book An Exploration of Connections Between a Principal s Leadership Style and the Academic Achievement Gap written by Khalid Almasnaah and published by . This book was released on 2021 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored possible connections between school principals' leadership styles and behaviors and closing the student achievement gap at three schools serving high poverty student populations. Two of the three schools were high schools designated as Priority Schools in 2012 as a result of student achievement that ranked in the bottom 5% of all Michigan schools. The two schools managed to exit the Priority designation in 2017 after implementing school culture and instruction reforms that improved student achievement. The third school was a K-8, which was not designated as a Priority School. It had the same student demographics as the Priority Schools, and it is located in the same district as one of them. It was added to the study to reinforce the data. The researcher conducted 17 interviews. A bottom-up inductive coding approach was adopted for the qualitative data analysis. The researcher assigned emerging themes specific and meaningful codes relevant to the topic and purpose of the study. Based on the data from the three schools, a possible connection between school leadership and closing the student achievement gap was found. The three principals adopted practices and behaviors relevant to multiple leadership styles. They did not limit themselves to only one leadership style or a set of behaviors. The two Priority School principals had to undo the negative impact of the former toxic culture. The three principals instituted a positive school culture based on trust, respect, collaboration, and accountability. They indirectly impacted student achievement by improving the schools' culture and climate and enhancing the curriculum, instruction, assessment, and data-driven interventions. They worked with all the stakeholders to align and streamline all the efforts and programs into well-coordinated plans and established common language and practices regarding teaching and learning. They involved all the teachers in the decision making about teaching and learning.

Download or read book Principal Transformational Leadership and Student Academic Outcomes written by Fernando Reyes (Ed. D.) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to precisely analyze the relationship between principal leadership and student achievement. Specifically, this study investigated whether or not different leadership styles led to different student academic outcomes. This study employed quantitative analysis to analyze the relationship between transformational leadership and student academic performance in reading and math state assessments in a large metropolitan area of South Texas. Furthermore, the researcher compared leadership styles with regard to the school size and grade levels that the principals serve. This researcher used quantitative methods design to collect quantitative survey data from teachers and principals to measure perceived leadership style. The study employed a comparison group analysis used to compare the leadership styles groups as a function of academically high-performing and low-performing schools. In the first phase of the study, the MLQ 5X survey data were collected from teachers and principals in two school districts located in the Rio Grande Valley region of Texas. All schools within the two districts were selected to participate if the school had the same principal for the last three school years. Hence, the study determined if the practices of transformational, transactional, or passive leadership were a corollary of student achievement on the 2022 accountability report. Data used to make these determinations were publicly available through the Texas Education Agency website through the school report card link. Findings showed that the transformational leadership of a leader, as measured from the perspective of teachers to be positively correlated and statistically significant to student reading outcomes on state exams. With this understanding, the research showed that all four pillars of transformational leadership positively correlated to student reading outcomes. Only idealized influence was considered statistically significant to student academic outcomes in reading. Findings also indicated that teachers perceived transformational leadership style was not influenced by the school grade level that a principal served. However, high school principals in this study were perceived to be the most transformational in all four pillars of transformational leadership. Contrasting with transformational leadership was the passive-avoidant leadership style perceived by teachers. The data showed that participants perceived elementary principals as the most passive-avoidant leaders. Findings indicated that as teacher-rated passive-avoidant leadership declines, a statistically significant increase in student academic outcomes for mathematics and reading occurs. Finally, implications for principal preparation programs, practicing principals, principal professional development, and principal supervisors are offered and research suggestions to expound on this study and transformational leadership theory appear in Chapter 5

Download or read book Making Gains written by Lauren Maness-Effler and published by . This book was released on 2012 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between principal leadership styles and student achievement. A total of 21 rural elementary principals participated in the MLQ-5x self-rater questionnaire. Multiple regression analyzed the principal responses and achievement scores from the TCAP scores for third and fifth grade students. The results of the findings suggested that principals' leadership styles did not have a significant relation to students' academic achievement scores or value-added scores. Further, the researcher suggested that principals did not play an active role in the outcome of students' achievement and value-added scores. Recommendations for future research included the need to examine teacher perceptions of principals in areas such as job satisfaction, classroom support, and professional development, specifically, how principals' leadership styles impacted teachers and indirectly impacted achievement scores.

Download or read book The Relationship Between the Principal s Leadership Style and School Effectiveness written by Wai-Hung Sun and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between the Principal's Leadership Style and School Effectiveness: a Case Study of a Primary School" by Wai-hung, Sun, 孫偉雄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A large body of research suggests there is a strong link between effective leadership and effective organizations (Lezotte, 1997; Sergiovanni, 1995; Bolman & Deal, 1994; Boyan, 1988; Griffiths, 1988). Hogan, Curphy, and Hogan (1999) assert that '...a growing body of evidence supports the common sense belief that leadership matters' (p.34). Fullan (2002) says that schools need leaders who can change 'what people in the organization value and how they work together to accomplish' (p.19). Meanwhile Beach and Reinhartz (2000) note that '...leadership is essential to promoting student achievement and creating a vision of success for the total educational program' (P.72). The principal is the critical person who makes the decisions that affect people's lives. We believe that the interactive relationship between the principal and various constituencies, including teachers, students and parents, are important in achieving the goals and objectives of the school. However, there are indications in the research primary school that school effectiveness has not improved since the appointment of a new principal three years ago. Although he adopted a more participatory leadership style that involved teachers in advising about or actually making decisions concerning school business, the school did not have any positive effect as the theory argued. Therefore, it arouses my interest in investigating the underlying reasons. In this paper, the different styles of leadership of the former and present principals will be discussed and the perception of the leadership of the two principals by teachers will be given. In addition, this paper will also present the extent to which the school was effective under the leadership of the two principals and how the two leadership styles have impacted on the effectiveness of the school. DOI: 10.5353/th_b3762388 Subjects: Elementary school principals - China - Hong Kong - Case studies Educational leadership - China - Hong Kong - Case studies School management and organization - China - Hong Kong - Case studies

Download or read book Predictive Models for School Leadership and Practices written by Amzat, Ismail Hussein and published by IGI Global. This book was released on 2018-09-07 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: A successful administrator is one who applies suitable or appropriate leadership styles in various situations or contexts. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times, as well as promote the accomplishments of their organization. Predictive Models for School Leadership and Practices is an essential reference source that discusses academic administration as well as administrative effectiveness in achieving organizational goals. Featuring research on topics such as teacher collaboration, school crisis management, and ITC integration, this book is ideally designed for principals, researchers, academics, educational policymakers, and teachers seeking coverage on academic leadership and leadership models.

Download or read book Balanced Leadership for Powerful Learning written by Bryan Goodwin and published by ASCD. This book was released on 2015-08-24 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes a great school leader? Contrary to what many believe, the answer is not tied to a certain kind of personality but to specific behaviors and actions that have positive effects on student achievement—behaviors and actions that any school leader can learn and put into practice. Over the last decade, thousands of school principals have done that, by implementing "balanced leadership," an approach that recognizes the need to both maintain and challenge the status quo in order to move schools forward. Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: * Establishing a clear focus—keeping the work and the conversations targeted on the issues that matter most; * Managing change—understanding how to skillfully steer through the challenges associated with making improvements, both large and small; and * Developing a purposeful community—creating a sense among all teachers and staff that they are invested in student outcomes and that they can make a difference. For each of these areas, key points and specific practices are described in detail and illustrated with stories from school principals who have successfully learned how to become great leaders. Step-by-step tools provide clear guidance for readers who are ready to make the same kind of journey—one with the potential to transform them and the schools they serve.

Download or read book Balanced Leadership written by Sheryl Boris-Schacter and published by Teachers College Press. This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.

Download or read book Multidimensional Perspectives on Principal Leadership Effectiveness written by Beycioglu, Kadir and published by IGI Global. This book was released on 2014-10-31 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. Multidimensional Perspectives on Principal Leadership Effectiveness combines best practices and the latest approaches in school administration and management. Exploring the challenges faced by principals, as well as the impact of new managerial tactics being employed, this book is a comprehensive reference publication for policymakers, academicians, researchers, students, school practitioners, and government officials seeking current and emerging research on administrative leadership in educational settings.

Download or read book The Impact of Principal Leadership Styles on Student Achievement written by Jeffrey A. Kuhns and published by . This book was released on 2003 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Leadership Style on Student Achievement written by Sherry H. Dorathy and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study research was to investigate the existing degree of relationship between leadership styles and student achievement for principals in small, rural, southeast districts in Arizona. Student achievement was measured by fifth grade AIMS Mathematic scores over a two year period. Leadership style of the principals was measured by the MLQ-5X survey completed by eight participants (principals) and 102 raters (teachers). Interviews were conducted with a subset of the principals to gather more information in relation to their leadership style. Each leadership attribute was examined in relation to the student achievement on AIMS mathematics test for quantitative data analysis. The qualitative data analysis was performed with a word and phrase frequency counter to identify specific themes across the leadership style. Based on the findings of this study it is recommended that principals use the MLQ survey each school year to modify or enhance their leadership style by focusing professional development on strengthening leadership styles to establish commonality within district leadership to enhance student achievement. To expand on the results of this study, future research is recommended to include student SES, compare school districts to identify trends in school test scores to determine if district leadership impacts building leadership that has an indirect impact on student achievement, and include stakeholders in the MLQ survey to gain feedback.

Download or read book Principals Leadership Styles and Their Impact on School Climate written by Bruce R. McColumn and published by . This book was released on 2010 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate. A school's climate plays a vital role in student achievement and principals are the most important factor in setting a setting a school's climate. Therefore, principals' leadership behaviors warrant investigating. This qualitative study identified principal leadership styles through the perceptions of their assistant principals. Interactive interviews were conducted with selected assistant principals in the XYZ School System. Their responses were analyzed, themed and coded to draw a connection between principal leadership style and school climate. These findings can be used in leadership training to familiarize current and aspiring principals with leadership attributes that could positively impact school climate as well as student achievement. Chapter One provided an introduction and summary of the study. Chapter Two provided a background of the relevant literature that is associated with various aspects of leadership and school climate. Chapter Three provided information on methodology procedures used to answer the research questions. Chapter Four provided a report of the data and analysis which includes detailed demographic information. Chapter Five provided a discussion of the findings and implications of the study.