› › High School Principals Perceived Leadership Practices And Their Relationship To Student Performance On The Texas Assessment Of Knowledge And Skills Taks

High School Principals' Perceived Leadership Practices and Their Relationship to Student Performance on the Texas Assessment of Knowledge and Skills (TAKS)

Author : Christopher Benton Soileau

Publisher :

Page : pages

File Size : 10,1 MB

Release : 2007

Category :

ISBN :

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Book Description

The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.



Student Performance and Leadership Practices of Selected Elementary School Principals

Author : Stacey Rae Arnold

Publisher :

Page : pages

File Size : 49,21 MB

Release : 2007

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ISBN :

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Book Description

School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by theTexas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication thatRegion V elementary principals embrace the leadership practices identified byKouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.





Leadership and Organizational Outcomes

Author : Engin Karadağ

Publisher : Springer

Page : 275 pages

File Size : 39,10 MB

Release : 2015-03-12

Category : Business & Economics

ISBN : 3319149083

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Book Description

This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.





An Analysis of High School Principals' Technology Use Pertaining to Instructional Leadership Impacting Student Achievement

Author : Christopher A. Morrow

Publisher :

Page : 228 pages

File Size : 18,17 MB

Release : 2010

Category : Educational technology

ISBN :

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Book Description

This study tested the relationship of information technology usage by high school principals in their instructional leadership behaviors and student achievement. Data were collected for instructional leadership, information technology usage by an original survey instrument developed for the purposes of the current study. The Instructional Leadership Information Technology Inventory (ILITI) was provided to high school principals ( n =750) throughout the State of Texas. Results were collected using a web-based data collection service. After eliminating responses generated from less-tenured principals and deleting respondents with incomplete responses, 102 usable survey responses were used in the study. In order to relate survey responses to student achievement, campus-level data were necessary regarding student achievement. Using the Texas Education Agency's data research website, exit-level Texas Assessment of Knowledge and Skills (TAKS) were gathered in English language arts, mathematics, social studies, and science. Average achievement results for each campus were matched with the appropriate principal responses. Using three control variables of per pupil expenditures, percentage of limited English proficient students, and percentage of economically disadvantaged students, four separate hierarchical multiple regression analyses were performed, one for each of the academic disciplines. Results indicated that there exist no statistically significant relationships between perceived principal technology use and student achievement in English language arts, mathematics, or science. However, in the area of social studies, it was determined that the principals' use of information technology within the dimension of managing the instructional program had a correlation to student achievement on the social studies TAKS.



District Leadership That Works

Author : Robert J. Marzano

Publisher : Solution Tree Press

Page : 297 pages

File Size : 41,57 MB

Release : 2009-11-01

Category : Education

ISBN : 1935542362

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Book Description

Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.



Congruence of Perceptions Among Texas Early College High School Leadership Teams

Author : Laurie Anne McAdams

Publisher :

Page : 380 pages

File Size : 29,62 MB

Release : 2010

Category : College-school cooperation

ISBN :

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Book Description

The Early College High School (ECHS) Initiative commenced in 2004 to provide underrepresented youths the opportunity to attain a high school diploma and up to two years of college coursework concurrently. The intent of the ECHS Initiative was defined in five ECHS Core Principles, a requirement for all ECHS. An ECHS required a collaborative leadership between a high school campus and a postsecondary institution, thereby creating an ECHS leadership team. An ECHS leadership team worked in two notably different environments, and their perceptions were influenced by credentialing, professional roles, institutional expectations, and educational values. One purpose of this study was to examine the congruency of perceptions of ECHS Core Principles among Texas ECHS leadership teams. Another purpose was to explore the relationship between perceptions of importance and level of implementation for each of the five ECHS Core Principles and student achievement. Participants in this study were the ECHS campus administrators and postsecondary partners affiliated with the 41 Early College High School campuses established in Texas during fall 2009 or before. Data analyzed in this study were obtained from a researcher-created survey and student achievement data from Grade 9 reading and math Texas Assessment of Knowledge and Skills (TAKS) tests administered to Early College High School students during the 2008-2009 school year. Sixteen important effects were reported for differences in perceptions of importance for the ECHS Core Principles, and twelve were reported for differences in perceptions regarding level of implementation. Analysis of weights assigned to each of the five ECHS Core Principles showed both groups weighted the importance of each ECHS Core Principle similarly. Two important effects were identified for the relationship between perceptions of importance and student achievement, and one important effect was identified for the relationship between perceptions of implementation and student achievement. This study showed lack of congruence in perceptions among ECHS leadership team members had a negative impact on student achievement. In addition, congruency in perceptions among ECHS leadership team members regarding academic and social support systems fostered student success. Furthermore, congruency in perceptions among ECHS leadership team members regarding organizational partners positively affected student achievement.





The School Leader's Guide to Learner-Centered Education

Author : Barbara L. McCombs

Publisher : Corwin Press

Page : 289 pages

File Size : 20,68 MB

Release : 2009

Category : Education

ISBN : 1412960177

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Book Description

"The School Leader's Guide to Learner-Centered Education introduces a transformative leadership model for creating and sustaining a learner-centered school environment. Using core principles of educational psychology, the authors examine how educators can support student growth, development, and achievement by focusing on key factors such as cognition, metacognition, motivation, affect, and individual differences. Numerous reflective exercises, assessment tools, and real-life success stories help readers: provide moral leadership for creating school change, incorporate learning standards without sacrificing student engagement, form learner-centered support groups that utilize networking and technology, prepare students for the challenges of global citizenship. Promote success for diverse populations and marginalized groups, designed to meet the needs of a rapidly evolving world, this new leadership paradigm provides school principals, superintendents, and district leaders with the means to engage all members of the educational community in a lifelong process of growth, improvement, and empowerment."--PUBLISHER'S WEBSITE.