Modeling the longitudinal effects of school leadership on teaching and learning
Modeling the longitudinal effects of school leadership on teaching and learning
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DOI：
10.1108/jea-08-2013-0097
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发表时间：
2014-01-01
影响因子：
1.6
通讯作者：
Hallinger, Philip
中科院分区：
文献类型：
--
作者：
Heck, Ronald;Hallinger, Philip
目的-本文的目的是测试一个多层次的交叉分类模型，该模型试图阐明学校改进中领导力、教学质量和学生学习之间关系的动态性质。这项研究的主要目标是阐明领导力是如何影响学生学习的。在学校层面，该模型考察了学校教学环境对领导力和学生学习的中介作用。在课堂层面，它考察了专注于教学的领导力如何能够调节教师对学生学习的影响。然后，在一个单一的模型中考察这多条路径，该模型试图测试和突出领导力对学校改进的贡献。设计/方法/方法-当前的研究使用了来自美国一个州60所小学的多层次纵向数据集。使用交叉分类方法进行定量建模，该研究分析了学校层面和课堂层面的复杂的跨层面互动，这些互动有助于学校的改进和学生的学习。发现-结果表明，在考察将学校领导力与学生学习联系起来的“路径”时，指定多层面关系的效用。首先，领导对学生学习的影响完全受学校教学环境质量的影响。第二，研究结果表明，本研究考察的与课堂相关的路径直接影响学生数学成绩的测量。第三，研究发现，注重教学的学校领导对个别教师对学生学习的影响起到了调节作用。第四，研究结果表明，学校领导可以通过创造条件来提高学生的成绩，从而使教师的效率水平保持更高的一致性。实际意义--这项研究通过测试和阐述学校领导和学生学习之间的联系，为全球学校改进知识库做出了实质性贡献。更具体地说，这些发现提供了对教学领导人可以用来提高教师效率和学校改进的战略目标的见解。因此，这些结果支持和扩展了先前关于领导力和学校改进的横断面和纵向研究的结果。原创性/价值-这是第一次在一个能够捕捉领导力、课堂教学过程和学生学习成长之间的交互作用的单一“交叉分类纵向模型”中测试学习领导力概念化的研究。这项研究展示了一种“最先进的”方法论方法，用于分析在研究学校改进时在学校和课堂层面收集的纵向数据。
Purpose - The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality, and student learning in school improvement. The study's primary goal is to shed light on the paths through which leadership influences student learning. At the school level, the model examines the mediating effect of the school's instructional environment on leadership and student learning. At the classroom level, it examines how instructionally focussed leadership can moderate teacher effects on student learning. Then these multiple paths are examined in a single model that seeks to test and highlight the means by which leadership contributes to school improvement.Design/methodology/approach - The current study employed a multilevel longitudinal data set drawn from 60 primary schools in one state in the USA. Using a cross-classification approach to quantitative modeling, the research analyzes the complex cross-level interactions that characterize school-level and classroom level practices that contribute to school improvement and student learning.Findings - The results illustrate the utility of specifying multilevel relationships when examining the "paths" that link school leadership to student learning. First, leadership effects on student learning were fully mediated by the quality of the school's instructional environment. Second, the findings indicated that the classroom-related paths examined in this study directly influenced the measures of student math achievement. Third, the research found that instructionally focussed school leadership moderated the effect of individual teachers on student learning. Fourth, the results suggest that school leaders can enhance student outcomes by creating conditions that lead to greater consistency in levels of effectiveness across teachers.Practical implications - The study makes substantive contributions to the global knowledge base on school improvement by testing and elaborating on the "paths" that link school leadership and student learning. More specifically, the findings offer insights into strategic targets that instructional leaders can employ to enhance teacher effectiveness and school improvement. Thus, these results both support and extend findings from prior cross-sectional and longitudinal studies of leadership and school improvement.Originality/value - This is the first study that has tested a conceptualization of leadership for learning in a single " cross-classified longitudinal model" capable of capturing interactions among leadership, classroom teaching processes and growth in student learning. The research illustrates one "state-of-the-art" methodological approach for analyzing longitudinal data collected at both the school and classroom levels when studying school improvement.