Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In top-quartile schools, almost 90 percent of teachers agree or strongly agree that the principal is a facilitative, inclusive, committed leader, with 15 percent registering very high regard. → Sebring 1995

Evidence¶

Sebring 1995¶

Sebring, P. A., Bryk, A. S., Luppescu, S., & Thum, Y. M. (1995). Charting Reform in Asbury High School: Results of Student and Teacher Surveys. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-asbury-school-results-student-and-teacher-surveys

q2 · i? · associational · r2

Survey report summary of Principal Leadership scale results for teachers in top-quartile schools, based on ten questionnaire items about shared decision making, vision, and community. The report states "Almost 90 percent agree or strongly agree with all the statements" and notes 15 percent at scores of 9-10.

"Teachers in these schools were very positive about their principals being facilitative, inclusive, committed leaders. Almost 90 percent agree or strongly agree with all the statements (scores of 3-5 and higher), with 15 percent registering very high regard (scores of 9-10)."

Discussion¶

Related Claims¶

• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — 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
• 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
• Teachers rate principal instructional leadership highly even in many bottom-quartile schools — 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
• An estimated 46 percent of Chicago elementary principals display inclusive leadership — 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