› › 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 : 15,66 MB

Release : 2007

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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 : 18,91 MB

Release : 2007

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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 : 27,42 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 : 43,80 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 : 24,8 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 : 27,75 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.



Effective Leadership Characteristics for Student Performance as Perceived by High-performing Texas High School Principals

Author : David Earle Young

Publisher :

Page : pages

File Size : 38,25 MB

Release : 2007

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Book Description

The purpose of this study was to identify leadership characteristics of highperforming Texas high school principals that positively affect student performance. A secondary purpose of the study was to determine the degree of agreement between conceptualizations of leadership presented in existing research and those of successful practitioners. A Delphi panel of sixteen high school principals participated in the study. Over the course of three rounds, the members of the expert panel provided feedback to both the researcher and other members of the panel as to which leadership characteristics they felt were of critical importance to student success. The characteristics presented in the questionnaire were based upon a sound theoretical framework resulting from a thorough review of existing research. At the completion of Round Three, it was decided that consensus had been reached among the members of the panel and the data collection period was ended. Each of the questionnaires used in the study, as well as the relevant statistical analysis and frequency distributions, can be found in the appendices of this document. The major findings of the study affirm the importance of leadership and its positive impact on student achievement. First, there seems to be agreement between the body of research on leadership and the viewpoint of successful practitioners as to which leadership characteristics are essential for student success. Second, vision for goal achievement, response to diversity, and ethical practice head the list of critical leadership attributes for high school principals. Third, leadership characteristics presented in the literature base are, at least in the opinion of the high-performing high school principals involved in this study, comprehensive and are not missing any major components for student success. The conclusions and recommendations of this study could affect the performance of high school principals' leadership in school improvement. Its major significance can be found in its potential effect on the daily practice of individuals currently serving as school leaders, the professional growth plans of practicing administrators, and the components and focus of principal preparation programs.



The Influence of Leadership Coaching as Perceived by Secondary School Principals of Title I Campuses in Texas

Author : Michael Wayne Greenwalt

Publisher :

Page : 434 pages

File Size : 31,31 MB

Release : 2012

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Book Description

While various systems of support and professional development are in place for teachers, there remains a distinct void when it comes to these same opportunities for beginning and especially, experienced principals. An emerging form of assistance for campus principals is leadership coaching: a confidential relationship between a professional coach and principal focused on capacity building and the provision of time and support for the school leader to thoughtfully reflect, plan, problem solve, and establish and achieve significant goals. Leadership coaching is an investment in campus principals, which seems to fill an immediate need for them to experience relevant, ongoing, job-embedded, and individualized professional development. This multiple-case qualitative study, using a grounded theory approach, was framed by the research questions: What are the experiences of middle and high school principals participating in leadership coaching and what benefits result from principal participation in leadership coaching? Through the constant comparative analysis of individual and collective data obtained through semi-structured interviews, observations, and documental evidence of principals participating in leadership coaching, principals' perceptions of their leadership coaching experience and any benefits were revealed. Overall, findings suggested that participation in leadership coaching was perceived positively and led to principals taking time to pause from their stressful roles and responsibilities to reflect and plan. Principals described factors that accounted for initially connecting with their coaches, such as client readiness and the coach's experience, as well as the conditions established by the coach that helped build and sustain a healthy coaching relationship: safety, flexibility, action-orientation, and skillful guidance. Additionally, principals reported personal, professional, and organizational benefits resulting from leadership coaching. Personal benefits included better self-care, reduced isolation, increased self-confidence, and heightened self-awareness. On a professional level, coaching resulted in the generation of plans/ideas, improved communication, individualized professional development, and an enhanced sense of efficacy. And finally, organizational benefits were identified in areas of staffing, solutions, student performance, and the extension of coaching to others.