A research study investigating the relationship between results of students' test scores and the leadership styles of school principals.
Written in 2004; 4,260 words; 49 sources; APA; $ 113.95
Paper Summary:
As evidenced in education literature, the key to real school reform lies in profound changes in instructional practice (Schorr, 2000). While there is evidence that principals are perceived as important in influencing teacher effectiveness in instructional practices, there has been little research to document the degree to which the leadership practices of principals impact teacher instructional behaviors. More specifically, while there have been ongoing recommendations regarding the utilization of instructional leadership on the part of principals in facilitating school reform, the research remains sparse as to the impact of instructional leadership on teachers, their performance in the classroom, and student achievement. The research hypothesis investigated within this study shows: There are no differences in student achievement scores on the AEIS on the basis of the type of leadership behaviors engaged in by middle school principals in Texas and, student achievement scores on the AEIS are higher when middle school principals report the use of instructional leadership behaviors, as compared to student scores of those principals who do not. The paper includes tables.
Paper Outline
Introduction
Statement of the Problem
Hypothesis
Rationale
Review of the Literature
The Principal's Role in School Reform
Student Achievement in Texas Determined by the AEIS
Bibliography
From the Paper:
"Hallinger (1985) distinguished between direct and indirect leadership as characteristic of instructional leadership. Direct leadership involves those activities which the principal does himself/herself, with very little assistance from senior assistants, heads of department, or other teachers. Alternatively, as discussed by Hallinger, those activities that are carried out through teachers are regarded as indirect leadership activities. According to Hallinger, indirect activities include school policies (implemented through the role of others) as well as the monitoring and enforcement practices associated with them. Within secondary schools, indirect leadership is a prominent because there are large staff and student populations, multi-leveled organizational structure, and teachers have their own specialized subject area of knowledge (Greenfield, 1987)."
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