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ERIC Number: EJ933436
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1570-0763
Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement
Fancera, Samuel F.; Bliss, James R.
Leadership and Policy in Schools, v10 n3 p349-370 2011
The purpose of this study was to examine whether instructional leadership functions, as defined in Hallinger's Principal Instructional Management Rating Scale, positively influence collective teacher efficacy to improve school achievement. Teachers from sample schools provided data for measures of collective teacher efficacy and instructional leadership, while school report cards provided data for measures of socioeconomic status and school achievement. The authors used these data to test their hypothesized model of school achievement via path analysis. They identified school socioeconomic status as a stronger predictor of student achievement than either instructional leadership or collective teacher efficacy. (Contains 8 tables and 4 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
IES Cited: ED561940