PRINCIPAL LEADERSHIP LONG-TERM INDIRECT EFFECTS ON LEARNING GROWTH IN MATHEMATICS

被引：21

作者：

Dumay, Xavier ^{[1
]}

Boonen, Tinneke ^{[2
]}

Van Damme, Jan ^{[2
]}

机构：

[1] Catholic Univ Louvain, Grp Interdisciplinaire Rech Socialisat Educ & For, Louvain, Belgium

[2] Katholieke Univ Leuven, Ctr Educ Res & Evaluat, Louvain, Belgium

来源：

ELEMENTARY SCHOOL JOURNAL | 2013年 / 114卷 / 02期

关键词：

TRANSFORMATIONAL LEADERSHIP; SCHOOL LEADERSHIP; STUDENT-ACHIEVEMENT; COLLECTIVE EFFICACY; TEACHER COMMITMENT; CAUSAL INFERENCE; OUTCOMES; IMPACT; IMPROVEMENT; CULTURE;

D O I：

10.1086/673198

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：225 / 251

页数：27

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