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The relationship between student performance and leadership practices as perceived by principals and selected site-based decision making (SBDM) committee members of middle schools in Region 5 Education Service Center (ESC), Texas: a cohort study

机译:校长和得克萨斯州第5区教育服务中心(ESC)的中学的选定的基于站点的决策(SBDM)委员会成员所感知的学生绩效与领导实践之间的关系:一项队列研究

摘要

This study, one of four cohort studies, was designed to determine the relationshipbetween student performance and leadership practices as perceived by principals andselected site-based decision making committee members of middle schools in theRegion 5 Education Service Center area of Texas. Using the Leadership PracticesInventory developed by Kouzes and Posner, the study compared the perceptions ofmiddle school principals and selected observers regarding leadership practices. Theseleadership ratings were compared to student achievement for each campus in thestudy. In addition, the study examined if selected demographic variables impact theperception of leaders and observers in regard to leadership.For schools in this particular study, there was no direct correlation betweenperceived leadership practices of the principals and student achievement as measuredby the Texas Assessment of Knowledge and Skills (TAKS) tests. This was true oftotal LPI scores and also of each individual practice measured by the LPI. The data revealed that principals in the study rated themselves higher as a groupthan their observers rated them on the LPI. This trend was consistent for the totalinstrument and for each leadership practice. There were also similarities, however,between the two groups. The practice Model the Way had the highest mean for bothgroups, while Inspire a Shared Vision and Enable Others to Act were rated lower byboth groups of respondents.A researcher-developed questionnaire was used to gather demographic informationabout each respondent. Years of experience, age group, gender, and ethnicitywere all studied to determine if they had any effect on responses. The results indicatethat there were some differences when principals and observers were studied separately,but these differences were minimized when the two groups were combined.Of particular interest was the fact that younger principals and less experiencedprincipals rated themselves more conservatively than their older and moreexperienced colleagues. Younger observers and less experienced observers, however,had a propensity to rate their leader high when compared to older observers and moreexperienced observers. Neither ethnicity nor gender had an impact on leader ratings.
机译:这项研究是四项队列研究之一,旨在确定德克萨斯州第5区教育服务中心地区的中学校长和选定的基于现场的决策委员会成员所感知的学生绩效与领导实践之间的关系。该研究使用了Kouzes和Posner开发的“领导力实践调查表”,比较了中学校长和部分观察员对领导力实践的看法。将这些领导力评分与该研究中每个校园的学生成绩进行比较。此外,该研究还研究了选定的人口统计学变量是否会影响领导者和观察员对领导力的认知。对于本次特殊研究的学校,根据德州知识评估和测验,校长的领导力实践与学生成就之间没有直接相关性。技能(TAKS)测试。 LPI的总得分以及LPI衡量的每个单独练习均是如此。数据显示,研究的负责人对自己的整体评价高于观察员对LPI的评价。这种趋势对于整个仪器和每个领导实践都是一致的。但是,两组之间也有相似之处。实践模型对两组均具有最高的平均值,而激发灵感的愿景和使他人能够采取行动在两组受访者中均被评为较低。研究人员开发的调查表用于收集每个受访者的人口统计信息。研究了多年的经验,年龄组,性别和种族,以确定它们是否对回应产生影响。结果表明,分别对校长和观察员进行研究时存在一些差异,但当两组进行合并时这些差异被最小化。特别令人感兴趣的是,年轻的校长和经验不足的校长对自己的评价比他们的年长和经验丰富的同事更为保守。但是,与年长的观察员和经验丰富的观察员相比,年轻的观察员和经验不足的观察员倾向于将其领导者评价为高。种族和性别都不会影响领导者等级。

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    Sheppard Larry Scott;

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  • 年度 2007
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