How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools
How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools
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校长的作用有多大？
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Darren A. Bryant
中科院分区：
文献类型：
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作者：
A. Walker;Moosung Lee;Darren A. Bryant
本文旨在解释校长在香港中学之间学业成绩差异中所扮演的角色。本文借鉴了来自 42 所学校 179 名主要教职人员和 2,037 名学生的调查数据。该研究使用了两种分析方法。首先，它采用分类和回归树分析（CART）。这被用来整理与学生成绩相关的最重要的领导实践。其次，在第一阶段分析的基础上，本研究利用层次线性模型（HLM）进一步探讨了领导实践对学业成绩的影响。结果表明，校长管理的透明、高效的沟通结构解释了大约 12% 的学校间学业成绩差异。与质量保证、问责制和资源管理相关的领导实践也有助于解释学校之间学业成绩的差异，但它们对学生的成绩产生负面影响。讨论了对研究和实践的影响。
This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.