The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
How Principals and Peers Influence Teaching and Learning
Abstract
This paper examines the effects of principal leadership and peer teacher influence on teachers’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine the structural relationships between student learning and theorized dimensions of principal leadership, teacher peer influence, and change in teachers’ instructional practice.The findings confirm previous empirical work and provide new contributions to research on the chain of hypothesized relationships between leadership practice and student learning. Both principal leadership and teacher peer influence were significantly associated with teachers’ instructional practices and English language arts (ELA) student learning. A major contribution of this research is the strong and significant indirect relationships which mediate education leadership and student learning. The results indicate the importance of principals work for student learning because of their indirect influence on teachers’ practices through the fostering of collaboration and communication around instruction.
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Cites
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Cochrane Handbook for Systematic Reviews of Interventions
Higgins, J. P. T., Green, S., & Ben Van Den, A. (2020) · International Coaching Psychology Review · doi:10.53841/bpsicpr.2020.15.2.123 · Cited by 5,670
Social Capital: A Theory of Social Structure and Action
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Investigating School Leadership Practice: A Distributed Perspective
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How Leadership Influences Student Learning
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004) · doi:10.59656/el-sb5787.001 · Cited by 506
Camburn, E., Rowan, B., & Taylor, J. E. (2003) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737025004347 · Cited by 395
Cited by
Principals' leadership and teachers' motivation: Self‐determination theory analysis
Eyal, O., & Roth, G. (2011) · Journal of Educational Administration · doi:10.1108/09578231111129055 · Cited by 388
Grissom, J. A., Loeb, S., & Master, B. (2013) · Educational Researcher · doi:10.3102/0013189x13510020 · Cited by 332
The Scope of Principal Efforts to Improve Instruction
May, H., & Supovitz, J. A. (2011) · Educational Administration Quarterly · doi:10.1177/0013161x10383411 · Cited by 224
Self-citationMisconceptions about data-based decision making in education: An exploration of the literature
Mandinach, E. B., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100842 · Cited by 209
Kraft, M. A., & Gilmour, A. F. (2016) · Educational Administration Quarterly · doi:10.1177/0013161x16653445 · Cited by 208
“Principals’ roles have expanded to encompass a direct role in shaping student learning (SL) via instructional leadership (Robinson, Lloyd, & Rowe, 2008; Supovitz et al., 2010).”
Metadata
- Authors
- Supovitz, J., Sirinides, P., & May, H.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 2009-12-18
- Volume
- 46
- Issue
- 1
- Pages
- 31-56
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W2097437797
- Cited by
- 633
- References
- 7
- FWCI
- 91.55
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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