SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS

By John A. Ross, P. Gray. 2006

356 citations recorded by the source corpus.

Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary schools supported this hypothesis. Schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and school ‐ community partnerships, and higher student achievement. Increasing the transformational leadership practices in schools makes a small but practically important contribution to overall student achievement. Key words: teacher efficacy, transformational leadership, path analysis, grade 3 and 6 Les directions d’ecoles sont imputables au regard du rendement scolaire sur lequel elles n’ont aucun effet direct d’apres la plupart des etudes. Les auteurs ont teste un modele selon lequel la direction d’ecole contribuerait indirectement au rendement scolaire a travers l’implication des enseignants et leurs facons de percevoir leur capacite collective. L’analyse acheminatoire (path analysis) de donnees issues de 205 ecoles primaires vient etayer cette hypothese. Les ecoles presentant un niveau plus eleve de leadership transformationnel se distinguaient par une plus grande efficacite du corps enseignant, une implication plus grande des enseignants vis ‐ a ‐ vis de la mission de l’ecole, de l’equipe ‐ ecole, des partenariats ecole ‐ communaute et un meilleur rendement scolaire. L’amelioration d’un ecart ‐ type des methodes propres au leadership transformationnel dans les ecoles augmenterait le rendement scolaire en lecture, en ecriture et en mathematiques en 3 e et en 6 e annees de 0,22 d’un ecart type. Mots cles : efficacite des enseignants, leadership transformationnel, analyse acheminatoire, 3 e et 6 e annees

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/3f105c2d5395333d23503152ae04820a829373de

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Citations in the corpus

Comparing the effects of instructional and transformational leadership on student achievement (2014, background): “Similarly, Ross and Gray (2006) collected data from elementary schools in Canada and found that transformational leadership had strong direct effects on teacher commitment and teacher self-efficacy, but weaker indirect effects on student achievement.”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “One area in which principals influence teachers’ work is the significant relationship between instructional leadership and teacher efficacy beliefs (e.g., Duyar, Gumus, and Bellibas, 2013; Ross and Gray, 2006; Tschannen-Moran and Woolfolk Hoy, 2007).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…accrues rather indirectly (Hallinger and Heck, 1996), implying that principals play a central role in designing teaching and learning processes in school – not through direct contact with students, but rather through influencing teacher beliefs, behaviors and practices (Ross and Gray, 2006).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Teachers’ organizational and professional commitment is related to adopting the goals of the school, loyalty to their values and willingness to strive for the school (Bogler & Somech, 2004; Mowday, Porter, & Steers, 1982; Ross & Gray, 2006b).”
Predicting Teacher Commitment Using Principal and Teacher Efficacy Variables: An HLM Approach (2011, background): “In terms of how teacher commitment, leadership, and collective efficacy are related, Ross and Gray (2006) used path analysis to investigate relationships of transformational leadership (defined as teacher perceptions of principal leadership to develop the capacity of the organization and its…”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, background): “The research of Ross and Gray (2006) indicated that the effectiveness”
Investing in Leadership: The District's Role in Managing Principal Turnover (2010, background): “Principals have a strong effect on school culture and on classroom conditions—which, in turn, affect student success (e.g., Ross & Gray, 2006; Waters, Marzano & McNulty, 2003).”
Key Stakeholders' Perceptions of Effective School Leadership (2012, background): “…principals can have on student achievement as found within the literature (Griffth, 2004; Hallinger et al., 1996; Leithwood, 2005; Quinn, 2002; Ross and Gray, 2006) but also illustrates the direct effect the principal’s decisions can have on a teacher’s ability to carry out effective teaching.”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “On the other hand, researchers are interested in the antecedents for teacher self-efficacy, and found transformational leadership is positively associated with both teacher collective-efficacy (Ross & Gray, 2006) and self-efficacy (Gkolia et al., 2018; Hipp, 1997; Nir & Hameiri, 2014).”