Relevant bibliographies by topics / School principals. Leadership. Academic achievement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School principals. Leadership. Academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "School principals. Leadership. Academic achievement"

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.

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 The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement.
 
 Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Supriadi, Eddi, and Marinah Binti Awang. "HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (2018): 117. http://dx.doi.org/10.32678/tarbawi.v4i01.1773.

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This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school.
 Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.

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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
 Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 
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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.

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Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.
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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.
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Dabesa, Fekadu, and Shireye Fekadu Cheramlak. "School Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of Guraghe Zone SNNPR." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (2021): 1–26. http://dx.doi.org/10.47631/mejress.v2i2.161.

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Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students’ academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students’ academic achievement. Moreover, the results showed that the principal’s effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students’ achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students’ academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students’ achievement.
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Heck, Ronald H. "Principals’ Instructional Leadership and School Performance: Implications for Policy Development." Educational Evaluation and Policy Analysis 14, no. 1 (1992): 21–34. http://dx.doi.org/10.3102/01623737014001021.

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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.
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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.

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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.
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ERANIL, Anil Kadir, and Fatih Mutlu OZBILEN. "Relationship between School Principals’ Ethical Leadership Behaviours and Positive Climate Practices." Journal of Education and Learning 6, no. 4 (2017): 100. http://dx.doi.org/10.5539/jel.v6n4p100.

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The aim of this study was to determine the relationship between school principals’ ethical leadership behaviour and positive climate practices. Research sample consisted of 383 teachers working at schools affiliated to the Ministry of National Education in 2014-2015 academic year. This research was designed according to the relational model. Data was collected by using “Ethical leadership” and “Organizational climate” scales. The results of the research suggested that according to their perceptions, teachers respond to the ethical leadership levels of the school principals at the level of “I disagree” and to the positive climate practices at the level of “I partially agree”. It has also been established that female teachers found principals’ ethical leadership levels and positive climate practices higher than male teachers. The principals’ ethical leadership behaviours and positive climate practices did not show a significant difference in teachers’ seniority, age and years working with principal. A high level of significant positive relationship was found between the school principals’ ethical leadership levels and positive climate practices. In conclusion, it may be important for positive climate practice at school to raise the levels of ethical leadership behaviour of school principals. This may influence both the academic and social achievement of the students and behaviour of the teachers.
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Dissertations / Theses on the topic "School principals. Leadership. Academic achievement"

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L, Starcher Serena. "The relationship between leadership practices of principals and student achievement." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=695.

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Theses (Ed. D.)--Marshall University, 2006.<br>Title from document title page. Includes abstract. Document formatted into pages: contains ix, 109 pages. Includes curriculum vitae. Bibliography: p. 80-86.
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Politz, Arthur Jay. "Leadership styles of principals and student achievement in selected Catholic schools of Indiana." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776641.

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The purposes of the study were to identify leadership styles of principals as perceived by teachers in selected Catholic schools of Indiana, and to determine if leadership styles of principals were correlated with achievement of seventh-grade students. Participants were selected from a population of 140 elementary schools of the Diocese of Ft. Wayne-South Bend, the Diocese of Gary, and the Archdiocese of Indianapolis. The instruments used to collect data were the Leader Effectiveness and Adaptability Description (LEAD-Other), and the Iowa Test of Basic Skills (ITBS). The LEAD-Other was used to measure teacher judgments of principal leadership style, and the ITBS was used to measure academic growth of seventh-grade students.The sources of data for the study were 22 principals, 135 teachers and 2,134 students of the 22 schools. The distribution of leadership styles of the 22 principals was: 2 principals as Style 1 (Telling); 13 principals as Style 2 (Selling); 6 principals as Style 3 (Participating), and 1 principal as Style 4 (Delegating). The 2,134 students, with their respective grade equivalent means, were distributed among the four styles of principal leadership as: Style 1, 193 students with a mean of 9.04; Style 2, 1,261 students with a mean of 8.98; Style 3, 602 students with a mean of 8.86; and style 4, 78 students with a mean of 9.42. An ex post facto research design was used for the study. A single classification analysis of variance (ANOVA) and a multiple comparison procedure were used to analyze data. Seventh-grade students differing on independent variables of leadership styles of the principal, gender of student, and enrollment size of school were compared on the dependent variable of student achievement scores. Analysis of variance findings indicated significant differences existed between comprehensive score gains for seventh-grade students and leadership style of principals, based on an F value of 5.69 that was significant at the .05 alpha level. Data from the Newman-Keuls procedure indicated the Style 4 mean of 9.42 was significantly higher at the .05 level than the means for Style 1, Style 2, and Style 3 respectively. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and size of enrollment, based on an F value of .41 that was not significant at the .05 alpha level. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and gender of students, based on an F value of .07 that was not significant at the .05 alpha level.These data indicated seventh-grade students in schools where the principal was perceived by teachers as being Style 4 (Delegating) have significantly higher mean test scores than dostudents in schools where the principal was perceived by teachers as being Style 1, Style 2, or Style 3. Neither size of enrollment nor gender of student revealed a significant relationship upon the achievement of students.<br>Department of Educational Leadership
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Gawerecki, Julie Christine. "The impact of principal leadership on student academic achievement : a case study of Southside Intermediate school /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3101020.

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Hart, Pamula. "Conceptualizations and leadership behaviors of elementary school principal towards student achivement /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7548.

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Herndon, Brian Clinton. "An analysis of the relationships between servant leadership, school culture, and student achievement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4657.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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Cooper, Kary M. Byrd Jimmy Kent. "The effectiveness of business leadership practices among principals on student achievement on public school campuses in Texas." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12102.

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Cormier, David R. "An examination of principal leadership practices and school-level variables in Connecticut schools with achievement gains above and below the state's average performance gain on state assessments /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/24/G.s.

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Pojana, Wongtrakool Baker Paul J. "Instructional leadership of principals and student achievement in private lower secondary schools of Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604384.

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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 2, 2006. Dissertation Committee: Paul J. Baker (chair), John R. McCarthy, Kenneth Strand, William Tolone. Includes bibliographical references (leaves 124-129) and abstract. Also available in print.
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Byrd, Anthony A. "What principals and district administrators are learning about instructional leadership in the Vista View School District /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7908.

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Garner, Dixie W. "A comparative study of the leadership styles of elementary principals from chapter one schools with principals from non-chapter one schools to determine if leadership style is related to the achievement of third grade students." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558365.

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The purposes of this study were to investigate the relationship between the leadership style of elementary principals from Chapter One and Non-Chapter One Schools and to determine whether leadership styles were related to the achievement of third grade students. The study also sought to determine whether teachers perceive some styles to be more effective than others.The study was designed to test the following hypothesis: No significant relationship exists between leadership styles of the elementary school principals and student achievement in Chapter One and Non-Chapter One Schools.In order to test the hypothesis, twenty-two principals were selected from thirty-four schools in a Midwestern school district. Teachers using the Hersey and Blanchard LEAD-Other provided a leadership profile of their principal which included a perceived style and leadership effectiveness score. The Iowa Tests of Basic Skills were used to measure the achievement of third grade students over a three year period. An analysis of covariance was used to determine a relationship between the leadership style of principals and the achievement scores of third grade students.It was determined that leadership style and school type each were correlated significantly to student achievement. Style 1 (high task/low relationship) had the highest achievement scores, followed by Style 2 (high task/high relationship). Non-Chapter One Schools scored better on the tests than Chapter One Schools. The achievement scores varied when there was a style by chapter interaction. Chapter One students scored higher under Style 1 principals, while Non-Chapter One students scored equally well under a Style 1 or Style 2 principal. Teachers perceived the Style 2 principal to be the most effective style in both Chapter One and Non-Chapter One Schools.<br>Department of Educational Administration and Supervision
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Books on the topic "School principals. Leadership. Academic achievement"

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African-American principals: School leadership and success. Greenwood Press, 1989.

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Catherine, Niño Mary, ed. Leading academic achievement for English language learners: A guide for principals. Corwin, 2011.

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M, Ford Sharon, ed. Improving student learning one principal at a time. Association for Supervision and Curriculum Development, 2009.

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Pollock, Jane E. Improving Student Learning One Principal at a Time. ASCD, 2009.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Cotton, Kathleen. Principals and student achievement: What the research says. Association for Supervision and Curriculum Development, 2003.

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Connolly, Faith. Principals and counselors partnering for student success. Educational Research Service, 2009.

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Leading learning: Change student achievement today! Corwin Press, 2010.

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Book chapters on the topic "School principals. Leadership. Academic achievement"

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Mitchell, Roxanne, and John Tarter. "Effects of Principal Professional Orientation Towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement." In How School Leaders Contribute to Student Success. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_12.

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Day, Christopher, Olof Johansson, and Jorunn Møller. "Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership." In How School Principals Sustain Success over Time. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1335-2_10.

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Malloy, John, and Kenneth Leithwood. "Effects of Distributed Leadership on School Academic Press and Student Achievement." In How School Leaders Contribute to Student Success. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_5.

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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.

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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey &amp; Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey &amp; Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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Perry, S. Marshall, Karen M. Sealy, Héctor X. Ramírez-Pérez, Thomas C. DeNicola, and Yair Cohen. "Principals and Student Achievement." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch061.

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Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.
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Perry, S. Marshall, Karen M. Sealy, Héctor X. Ramírez-Pérez, Thomas C. DeNicola, and Yair Cohen. "Principals and Student Achievement." In Maximizing Social Science Research Through Publicly Accessible Data Sets. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch005.

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Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.
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Castilleja, Joseph R. "Improving School Systems." In Cases on Performance Improvement Innovation. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3673-5.ch003.

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Since the start of the United States' No Child Left Behind Act of 2002 (NCLB), and now the Every Student Succeeds Act (ESSA), schools that underperform have been under significant pressure to improve academic achievement. The responsibility for such improvement is placed on school leadership, namely school principals. The endeavor of school improvement takes on many forms since the process varies from one U.S. state to another, meaning that school “turnaround” is becoming a specialization within the work that a principal is already expected to perform. Principals of underperforming schools must therefore familiarize themselves with the specialized roles and responsibilities of the “turnaround principal” to yield results in their own schools. This case study takes a human performance technology approach to understand how one school successfully improved on-time graduation rates (i.e., within four years) by bringing a turnaround principal on board, then later sustaining results by hiring a permanent sustainment principal.
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"How Do School Leaders Support Academic Achievement?" In Leadership for Culturally and Linguistically Responsive Schools. Routledge, 2014. http://dx.doi.org/10.4324/9781315885100-19.

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Boyaci, Adnan, Yakup Oz, and Emel Akay. "A Multilevel Analysis on the Contribution of Principal's Educational Leadership Skills on Student Achievement." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch006.

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In this study, the effect of school leadership on student achievement is examined based on the PISA 2015 data in the Turkish context, conducting a multilevel analysis. According to the results of the study, gender, economic, social, cultural status of the family, and grade repetition, school type, and the interaction of school type and grade repetition are directly associated with the students' science achievement, whereas leadership skills of school principals are not related. Several reasons for such an insignificant relationship between leadership skills and student achievement are discussed. The effect of culture on leadership orientations of different countries constitute the center of this discussion. In this regard, for Turkey and countries alike, where the self-protective leadership orientation is highly valued, instructional and professional development leadership skills of principals are recommended, considering schools are the professional learning communities to increase the contribution of principals' leadership skills on student outcomes.
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Santamaría, Andrés P., Melinda Webber, and Lorri J. Santamaría. "Effective School Leadership for Māori Achievement." In Advances in Human Resources Management and Organizational Development. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch007.

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This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.
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Conference papers on the topic "School principals. Leadership. Academic achievement"

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Fikriyah, Mariyatul, and Yatim Riyanto. "The Principals’ Leadership As Academic Supervisor In Elementary School." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.34.

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Kandaurova, Anna, and Liliya Ibragimova. "Modern School Principals: Leadership in the Context of Social Changes." In Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.195.

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Japemar, Rusdinal, and Ahmad Fauzan. "The Effect of Academic Supervision, School Leadership, Organizational Culture, and Achievement Motivation on Teachers’ Performance at Junior High Schools." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.214.

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Abdul Kadir, Suhaida, Zaidatol Akmaliah Lope Pihie, and Keetanjaly Arivayagan. "COMPARISON OF ACADEMIC ACHIEVEMENT ORIENTATION, CREATIVE LEADERSHIP, AND COLLABORATIVE SCHOOL CULTURE BASED ON TYPES OF SECONDARY SCHOOLS IN SELANGOR, MALAYSIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0917.

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Manullang, Ricky, Melva Silitonga, and Tri Harsono. "Analysis of Learning Outcomes of Students Who Have High and Low Achievement Motivation in the Class XI Science Food Digestion System Material Medan 11 Public High School 2019/2020 Academic Year." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.013.

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Reports on the topic "School principals. Leadership. Academic achievement"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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