The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement
- Title
- The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement
- Author
- 박주호
- Keywords
- principal support; professional learning community; collective responsibility; group-level teacher expectations; student achievement
- Issue Date
- 2019-11
- Publisher
- SAGE PUBLICATIONS INC
- Citation
- EDUCATIONAL ADMINISTRATION QUARTERLY, v. 55, no. 5, page. 742-780
- Abstract
- Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.
- URI
- https://journals.sagepub.com/doi/10.1177/0013161X18821355https://repository.hanyang.ac.kr/handle/20.500.11754/176577
- ISSN
- 0013-161X; 1552-3519
- DOI
- 10.1177/0013161X18821355
- Appears in Collections:
- COLLEGE OF EDUCATION[S](사범대학) > EDUCATION(교육학과) > Articles
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