How Principals and Peers Influence Teaching and Learning

By J. Supovitz, P. Sirinides, Henry May. 2010

693 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/331112c973137c68d1c6aed1c2a5ce4c128c16bd

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Citations in the corpus

Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “collaboration, and focusing on instructional improvement (Supovitz et al., 2009).”
Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, background): “In so doing, it is recognised that it is also important to take into account students’ learning needs and characteristics, as well as the context in which the learning is taking place (Coburn and Turner 2011; Schildkamp, Lai, and Earl 2013; Supovitz 2010).”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, background): “Supovitz, Sirinides, and May (2010) also identify a considerable positive effect of support from colleagues on teachers’ motivation to participate in professional learning.”
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning (2016, background): “A few studies have examined the direct relationships between principal and teacher leadership (e.g., Marks and Nance 2007; Marks and Printy 2003; Printy et al. 2009; Supovitz et al. 2010; Youngs and King 2002), but empirical research is limited on how these relationships extend to influence school p”
A longitudinal study of principals' activities and student performance (2012, background): “Other important factors such as promoting teacher collaboration (Goddard, Hoy, Woolfolk Hoy, 2010; Supovitz et al., 2010) also influence the relationship between principal leadership and student achievement Analytical methods such as structural equation modeling and hierarchical linear modeling have”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “During the entire direction setting process, leaders tend to regular, two-way communication with stakeholders that includes both the sending and receiving of progress updates and changes (Supovitz et al., 2009).”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “First, few scholars have conducted follow-up empirical investigations analyzing and confirming the effects of such an integrative model (Duff & Bowers, 2021; Kwan, 2020; Marks & Printy, 2003; Supovitz et al., 2010; Urick & Bowers, 2014).”
Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes (2017, background): “Supovitz et al. (2010) examined principal leadership and teacher peer influence and found that both were related to instruction and learning.”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, result): “Consistent with prior theoretical models (Hallinger & Heck, 1998; Supovitz et al., 2010), our results suggest that the link between Leadership and student achievement is likely indirect and mediated through the school’s culture and teachers’ practices.”
Principals' influence on instructional quality: insights from US schools (2010, background): “Supovitz, Sirinides, and May ( 2010 ), using teacher survey data, incorporate three factors tapping principal leadership: (1) focusing organisational mission and goals; (2) encouraging a culture of collaboration and trust; and (3) supporting instructional improvement.”
Rethinking Instructional Leadership, a Review (2013, background): “Supovitz, Sirinides, and May (2010) utilized survey data connected to student learning outcomes to discover that principals fostered an environment in which teachers worked together around instruction, thus enabling one another to improve.”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “As might be expected, research has borne out that the effect of instructional leadership on student achievement may be indirect, but it is nonetheless significant, most notably in terms of the performance of teachers vis-à-vis instruction (Cotton, 2003; Hallinger and Heck, 1996; Hallinger et al., 19”