NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ784979
Record Type: Journal
Publication Date: 2006-Jun
Pages: 17
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0920-525X
Leadership as Accountability for Learning: The Effects of School Poverty, Teacher Experience, Previous Achievement, and Principal Preparation Programs on Student Achievement
Vanderhaar, Judi E.; Munoz, Marco A.; Rodosky, Robert J.
Journal of Personnel Evaluation in Education, v19 n1-2 p17-33 Jun 2006
In the current era of accountability for achievement, school principals play the pivotal role of instructional leader. In a high-stakes testing environment, leadership preparation programs in universities and school districts need to be positively related to academic outcomes. The purpose of this study was to examine the relationship between school leadership preparation programs and student achievement in urban settings. Because leadership is contingent on the setting, school contextual factors and their impact on student achievement framed this study. Regression techniques were employed to construct a conceptual model with predictors of criterion and norm-referenced student achievement scores. Confirming previous research findings, student poverty, teacher experience, and previous achievement were the strongest predictors and accounted for a significant amount of variance in student achievement; however, university and district preparation programs were not significant predictors. Implications for policy, practice, and future research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED561940