Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students

By Leigh McGuigan, Wayne K. Hoy. 2006

278 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b9e4fb584fe3b90d9b8279265d1e34fc10a0ca0d

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Citations in the corpus

Academic optimism and student achievement in urban elementary schools (2007, background): “A third study on academic optimism ( McGuigan and Hoy, 2006”
TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning. (2013, background): “A school with a positive atmosphere supportive of high achievement and a rigorous academic program can even overcome socioeconomic disadvantages (McGuigan & Hoy, 2006).”
Testing a Conception of How School Leadership Influences Student Learning (2010, methodology): “Several studies suggest that academic press and disciplinary climate working together in schools explains more of the variation between schools than do these two variables working alone (Lee, Smith, Perry, & Smylie, 1999; McGuigan & Hoy, 2006).”
How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, methodology): “The 8-item scale for measuring Collective Teacher Efficacy (CTE), with an Alpha coefficient of 0.96, was based largely on a scale reported by McGuigan and Hoy (2006).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “Instructional leadership was positively associated with both collective teacher efficacy and teacher commitment, both of which have been associated with school quality and school improvement in international studies (Goddard et al., 2000, 2004; Hoy et al., 2002; Leithwood and Jantzi, 2006; Leithwood”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, background): “The concept of ‘teacher academic optimism’ combines the value of academic emphasis, collective efficacy and faculty trust in students and parents, which are important characteristics in describing schools’ academic success (McGuigan 2005 ; McGuigan and Hoy 2006 ).”
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “…that principals’ focus on creating a vision and goals for student learning, mentoring teachers and students for success, and encouraging teacher professional development can enhance teachers’ sense of self-efficacy (e.g. Çalık et al., 2012; McGuigan and Hoy, 2006; Shengnan and Hallinger, 2020).”
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…to cooperation, offering individualized support, valuing staff opinions, demonstrating concerns about teachers’ feelings and inspiring people with a vision, school leadership can influence both teachers’ cognitive and affective states (Leitwood and Seashore-Louis, 2012; McGuigan and Hoy, 2006).”
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “In still another study at Ohio State, Leigh McGuigan and I (McGuigan and Hoy, 2006) extended the work by adding enabling structure (Hoy, 2003; Sinden et al.”
TIMSS 2011 International Results in Mathematics. (2012, background): “Schools Emphasize Academic Success Studies of academic optimism show that a positive school atmosphere emphasizing academic achievement can even overcome socioeconomic disadvantages (McGuigan & Hoy, 2006).”
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (2016, background): “Together and individually, these three constructs have been found to be positively related to student learning (Goddard 2002; Hoy and Tschannen-Moran 1999; Hoy et al. 2006).”
Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success. (2015, background): “…literature shows a positive relation between self-efficacy and optimism (Akhtar et al., 2013; Chemers et al., 2000; Hulbert & Morrison, 2006; McGuigan & Hoy, 2006; Robinson & Snipes, 2009); therefore, findings of this study on the relationship between self-efficacy and academic optimism are…”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “At its core, self-efficacy implies both a belief and sense of confidence that one can “make a difference,” whether as a teacher or principal (Fancera & Bliss, 2011; Fromm, 2017; Tschannen-Moran & Hoy, 2001; McGuigan & Hoy, 2006; Versland, 2009).”