The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Instructional Leadership and School Achievement:Validation of a Causal Model
Abstract
The purpose of this study is to test a theoretical causal model concerning how elementary and secondary school principals can influence school student achievement through the frequency of implementation of certain instructional leadership behaviors. After controlling for contextual variables, we hypothesized that three latent variables related to principal instructional leadership (school governance, instructional organization, school climate) affected student achievement. A total of 332 teachers and 56 school principals participated in the study. We conducted separate analyses of the proposed model at the individual and school level. The results confirm that the proposed model fit the data. We discuss the theoretical and practical implications of the results.
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Cites
Structural equation modeling in practice: A review and recommended two-step approach
Anderson, J. C., & Gerbing, D. W. (1988) · Psychological Bulletin · doi:10.1037/0033-2909.103.3.411 · Cited by 41,941
Significance tests and goodness of fit in the analysis of covariance structures.
Bentler, P. M., & Bonett, D. G. (1980) · Psychological Bulletin · doi:10.1037//0033-2909.88.3.588 · Cited by 19,023
Cited by
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008) · Educational Administration Quarterly · doi:10.1177/0013161x08321509 · Cited by 2,549
Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995
Hallinger, P., & Heck, R. H. (1996) · Educational Administration Quarterly · doi:10.1177/0013161x96032001002 · Cited by 1,751
Self-citationDay, C., Gu, Q., & Sammons, P. (2016) · Educational Administration Quarterly · doi:10.1177/0013161x15616863 · Cited by 996
Hallinger, P., & Heck, R. H. (2010) · School Leadership & Management · doi:10.1080/13632431003663214 · Cited by 788
Self-citationPrincipals' Instructional Leadership and Teacher Development: Teachers' Perspectives
Blase, J., & Blase, J. (1999) · Educational Administration Quarterly · doi:10.1177/00131619921968590 · Cited by 561
Metadata
- Authors
- Heck, R. H., Larsen, T. J., & Marcoulides, G. A.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 1990-05
- Volume
- 26
- Issue
- 2
- Pages
- 94-125
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W1964414848
- Cited by
- 474
- References
- 2
- FWCI
- 58.53
- Type
- journal article
- Language
- en
- Open access
- closed
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- Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional Leadership and School Achievement:Validation of a Causal Model. Educational Administration Quarterly. https://doi.org/10.1177/0013161x90026002002
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
