Within schools, principal leadership relates to individual teachers' instruction through multiple pathways, with the strongest via program quality (professional development and coherence)¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the within-school model, principal leadership has significant positive indirect relationships with academic demand and classroom order via school safety, parent ties, college expectations, and program quality; the largest coefficients come through program quality. → James Sebastian and Elaine Allensworth 2012

Evidence¶

James Sebastian and Elaine Allensworth 2012¶

James Sebastian and Elaine Allensworth. (2012). The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning. Educational Administration Quarterly, 48(4). https://doi.org/10.1177/0013161X11436273

q2 · i? · associational · r3

Within-school component of the multilevel SEM partitioning teacher-level variation; program quality standardized coefficients were 0.19 (p < .001) for academic demand and 0.14 (p < .05) for classroom order. Teachers reporting high-quality professional development and coherent programming had better classroom instruction.

"Comparing differences in instructional quality within schools, principal leadership has significant, positive relationships with both academic demand and classroom order via school safety, parent ties, high college expectations, and program quality. The strongest indirect relationships come through program quality, which is defined as the quality of professional development and program coherence."

Discussion¶

Related Claims¶

• Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — the general claim this finding bears on, with the studies behind it
• Between schools, principal leadership has small positive indirect relationships with test-score gains and GPA through the learning climate and classroom instruction — related
• School learning climate is the only process through which high school leadership accounts for differences across schools in instructional quality and achievement — related
• Principal effects on student achievement are largely indirect, mediated through school organizational processes — a broader claim this one bears on
• High school principals influence student achievement most strongly through school culture and climate — related
• Teachers reporting better professional development and curricular coherence have better instructional practices than other teachers in their school — related
• Principals' strongest impact on student learning comes through building a positive, measurable, and malleable school climate — related
• Within schools, principal leadership shows a negative direct relationship with classroom academic demands net of mediating factors — related
• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — related
• Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes — related
• PBIS effects on collegial leadership and institutional integrity were significant only when implementation fidelity was included in the model — related
• School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement — related
• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — related
• District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship — related
• Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals — related
• Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related