Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?

2018 ◽  
Vol 102 (1) ◽  
pp. 38-57
Author(s):  
Gary Houchens ◽  
Chunling Niu ◽  
Jie Zhang ◽  
Stephen K. Miller ◽  
Antony D. Norman
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Assistant Principals ◽  
Assistant Principal ◽  
School Principal ◽  
High School Principal ◽  
Principal Perceptions ◽  
Achievement Outcomes ◽  
Collaborative Engagement ◽  
Survey Responses

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

scholarly journals Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender

AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842092929
Author(s):  
Lauren P. Bailes ◽  
Sarah Guthery
Keyword(s):  
School Leadership ◽  
Assistant Principals ◽  
School Principal ◽  
School Level ◽  
Assistant Principalship ◽  
Race And Gender ◽  
Education Experience ◽  
Black Principals ◽  
And Gender ◽  
The Many

Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

scholarly journals Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

2021 ◽  
Author(s):  
Rosa Dania ◽  
Dwi Esti Andriani
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Role ◽  
Structured Interviews ◽  
Student Parents ◽  
Public Elementary Schools

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

Power Play: An Assistant Principal’s Dilemma and Unexpected Rise to School Leadership

2019 ◽  
Vol 22 (2) ◽  
pp. 68-84
Author(s):  
Miguel M. Gonzales
Keyword(s):  
School Climate ◽  
School Leadership ◽  
Assistant Principal ◽  
School Principal ◽  
Positive Relationships ◽  
Ethical Concerns ◽  
Daunting Task ◽  
Power Play

This case describes the dilemma of recently hired assistant principal, Fred Bates, who finds himself in a school with a negative and unsupportive school climate. There are significant trust issues between the teachers and principal. Bates struggles to navigate various obstacles and works to establish positive relationships with both his principal and the teachers. He begins to question his loyalty to the principal, and has ethical concerns as he realizes that the school principal has abused his power and damaged, at times intentionally, the trust and respect of the teachers. The principal reaps the repercussions of his unethical actions and is dismissed from the school. Bates is then appointed as the new interim principal, and he is left with the daunting task of rebuilding the trust and confidence of the teachers.

Exploring intersectionality and the employment of school leaders

2019 ◽  
Vol 57 (2) ◽  
pp. 134-151 ◽  
Author(s):  
Edward Fuller ◽  
Liz Hollingworth ◽  
Brian P. An
Keyword(s):  
School Leadership ◽  
Assistant Principals ◽  
School Leaders ◽  
White Male ◽  
Assistant Principal ◽  
Unique Contribution ◽  
Content Type ◽  
Race Ethnicity ◽  
And Gender ◽  
School Leader Preparation

Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing percentage of white men educators and an increasing percentage of Latina educators. Important differences, however, emerge when examining assistant principal vs principal positions, particularly with respect to the odds of being hired. The authors find black male and Latino educators are more likely than white male educators to be hired as an assistant principal but are less likely than white male educators to be hired as a principal. Women educators, regardless of race/ethnicity were less likely to be hired as assistant principals or principals relative to white male educators. Women of color had the lowest odds of being hired in any position relative to white male educators. With respect to school leader preparation program accountability, the authors find few program characteristics associated with placement and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes. Originality/value A longitudinal examination of racial/ethnic and gender intersectionality over 25 years is a unique contribution to the study of inequitable access to school leadership positions.

Assistant Principal Mobility and Its Relationship With Principal Turnover

2021 ◽  
pp. 0013189X2199310
Author(s):  
Brendan Bartanen ◽  
Laura K. Rogers ◽  
David S. Woo
Keyword(s):  
School Leadership ◽  
Assistant Principals ◽  
Assistant Principal ◽  
Strong Relationship ◽  
Comprehensive Analysis ◽  
Prior Work ◽  
Principal Turnover ◽  
Education Personnel ◽  
Changing Schools ◽  
Leadership And Change

Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5% to 10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Finally, principal transitions appear to increase the likelihood that APs exit school leadership and change schools.

A bibliometric analysis of research on principal leadership and student achievement

2019 ◽  
Vol 6 (7) ◽  
pp. 55-61
Author(s):  
Nedim Ozdemir
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
Bibliometric Analysis ◽  
Principal Leadership ◽  
Temporal Analysis ◽  
School Principal ◽  
Leadership And Student Achievement ◽  
Bibliometric Review ◽  
And Performance

This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture. Keywords: School principal, academic achievement, bibliometric analysis.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

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