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Abstract

This study examines fourth grade student achievement in relation to teacher perceptions of principal leadership and other selected variables in a large urban school district in Georgia. Student achievement was measured by performance on the Georgia Criterion-Referenced Competency Tests (CRCT) during the 2004-05 and 2005-06 school years. The leadership instrument measures six competencies: (I) Instructional Leadership, (II) Interpersonal Skills, (III) Decision-making Skills, (IV) Facilities Planning Skills and Student Behavior Expectations, (V) Evaluation, and (VI) School Climate. The sample consisted of 3,900 teachers from 81 schools in the district. Demographic variables for each school included enrollment, free/reduced lunch eligibility, discipline incidents, retained students, absenteeism, teacher experience, administrator experience, principal gender, and principal tenure.

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