ERIC Number: EJ1232698
Record Type: Journal
Publication Date: 2019-Dec
Pages: 39
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-161X
EISSN: N/A
The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement
Park, Joo-Ho; Lee, In Heok; Cooc, North
Educational Administration Quarterly, v55 n5 p742-780 Dec 2019
Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers' expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school's positive climate and lead to changing teachers' instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.
Descriptors: Principals, Communities of Practice, Teacher Expectations of Students, High School Students, Grade 11, Mathematics Achievement, Longitudinal Studies, Leadership Effectiveness, Attitude Change, Teacher Attitudes, Public Schools, Mathematics Teachers, Social Environment, Teacher Responsibility, School Role
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: High School Longitudinal Study of 2009 (NCES)
Grant or Contract Numbers: N/A