Peer reviewed
Direct linkERIC Number: EJ1015538
Record Type: Journal
Publication Date: 2013-Dec
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Principal Leadership Long-Term Indirect Effects on Learning Growth in Mathematics
Dumay, Xavier; Boonen, Tinneke; Van Damme, Jan
Elementary School Journal, v114 n2 p225-251 Dec 2013
In both the school effectiveness and the educational administration literature, growing attention has been paid to the extent of principal leadership effects and the means by which they affect school performance. The main goal of this study is to estimate the effects of principal leadership on students' achievement growth in mathematics over a period of 6 years. Results from multilevel latent growth show that the impact of principal leadership on students' achievement growth is mediated by teacher collaboration and collective efficacy. (Contains 2 notes, 8 tables, and 2 figures.)
Descriptors: Foreign Countries, Teacher Collaboration, Principals, Models, Longitudinal Studies, Mathematics Achievement, Achievement Tests, Predictor Variables, Elementary School Mathematics, Elementary School Students, Elementary School Teachers, Factor Analysis, Teacher Effectiveness, Instructional Leadership
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A
