Teachers rate principal instructional leadership highly even in many bottom-quartile schools¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In top-quartile schools 61 percent of teachers give very strong and 33 percent strong ratings to principals' instructional leadership; even in bottom-quartile schools 57 percent give strong or very strong ratings, though 43 percent there give weak or mixed ratings. → Stuart Luppescu and Holly Hart 2005

Evidence¶

Stuart Luppescu and Holly Hart 2005¶

Stuart Luppescu and Holly Hart. (2005). Sample Elementary 2005: Details of Student and Teacher Responses — Improving Chicago's Schools 2005 Survey Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-elementary-details-2005

q2 · i? · associational · r2

Summary comparison of Principal Instructional Leadership ratings across systemwide quartiles in the 2005 survey report. A following sentence notes '57 percent giving strong or very strong ratings' even in the bottom quartile, with 43 percent there giving weak or mixed ratings.

"Sixty-one percent give very strong ratings and an additional 33 percent give strong ratings. Only 7 percent give weak or mixed ratings."

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
• Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures — related
• Teacher-principal trust is far more prevalent in top-quartile schools than bottom-quartile schools — related
• Elementary principals in low-achieving schools spend more time on instruction while those in high-achieving schools spend more on external management — related
• In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed — related
• Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well — related
• Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related
• Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools — related
• About three-quarters of Chicago teachers rate their principals highly on facilitating school development and inclusive leadership — related
• Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders — related