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ERIC Number: EJ858941
Record Type: Journal
Publication Date: 2009-Nov
Pages: 32
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0195-6744
Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence
Gordon, Molly F.; Louis, Karen Seashore
American Journal of Education, v116 n1 p1-32 Nov 2009
Expanding the sources of leadership in schools has been a reform theme since the mid 1980s. Using exploratory factor analysis and regression, we examine the following questions: (1) How does leadership style affect principals' openness to community involvement? (2) Is a principal's openness to community involvement related to student achievement? And (3) How are participatory and shared school leadership structures related to student learning? We base our analysis on a 2005-6 principal survey (N = 157) and a teacher survey (N = 4.491) from a Wallace Foundation-funded study, Learning from Leadership, augmented by available state 2005-6 math achievement data. Our results show that principals with more diverse leadership teams are more open to community involvement. Also, teachers' perceptions of greater parent involvement are positively associated with student math achievement. The article highlights how principals and teachers can better organize their efforts to involve stakeholders for increasing student achievement.
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED561940