Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 1995 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2000: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In top quartile schools 96 percent of teachers agree or strongly agree with principal leadership statements, with 40 percent registering very high regard, while almost 40 percent of teachers in bottom quartile schools hold their principals in low regard. → Sebring 1995
Evidence¶
Sebring 1995¶
Sebring, P. A., Bryk, A. S., Luppescu, S., & Thum, Y. M. (1995). Charting Reform in Prairie School: Results of Student and Teacher Surveys. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-prairie-school-results-student-and-teacher-surveys
q2 · i? · associational · r2
Descriptive results from the ten-item Principal Leadership scale. The report contrasts these top quartile figures with bottom quartile schools, where almost 40 percent of teachers hold their principals in low regard and less than 20 percent hold the principal in high or very high regard.
"Ninety-six percent agree or strongly agree with all the statements (scores of 3-5 and higher), with 40 percent registering very high regard (scores of 9-10). These schools have the kind of leadership which prior research has shown can galvanize restructuring efforts."
Discussion¶
Related Claims¶
- In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed — related
- Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders — related
- Teachers rate principal instructional leadership highly even in many bottom-quartile schools — 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
- 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
- About three-quarters of Chicago teachers rate their principals highly on facilitating school development and inclusive leadership — related
- Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — related
- Teacher views of Local School Council contribution differ sharply between top and bottom quartile schools — related
- Teacher influence over school decisions is minimal or limited for most teachers in bottom quartile schools but extensive or moderate for most in top quartile schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-leadership-regard-quartile-contrast |
title |
Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools |
description |
Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1995 |
source_checked |
2026-10-20 |
recheck_by |
2000 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sebring-1995 |
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