scholarly journals Principal Learning-Centered Leadership and Faculty Trust in the Principal

2019 ◽  
Vol 103 (3) ◽  
pp. 209-228
Author(s):  
Shane J. Farnsworth ◽  
Pamela R. Hallam ◽  
Sterling C. Hilton
Keyword(s):  
Student Achievement ◽  
Principal Leadership ◽  
Perceived Learning ◽  
Faculty Trust ◽  
Learning Centered ◽  
Education Measurement ◽  
The Relationship

Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.

Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency

2021 ◽  
pp. 174114322110380
Author(s):  
Ayeshah A Alazmi ◽  
Waheed Hammad
Keyword(s):  
Teacher Learning ◽  
School Leadership ◽  
Professional Learning ◽  
Principal Leadership ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
Learning Centered ◽  
Teacher Professional ◽  
Teacher Trust ◽  
The Relationship

Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.

Faculty trust in the principal: an essential ingredient in high-performing schools

2015 ◽  
Vol 53 (1) ◽  
pp. 66-92 ◽  
Author(s):  
Megan Tschannen-Moran ◽  
Christopher R. Gareis
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Principal Leadership ◽  
Leadership Behaviors ◽  
Teacher Professionalism ◽  
Academic Press ◽  
Faculty Trust ◽  
Content Type ◽  
Principal Leadership Behaviors ◽  
Task Oriented

Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

scholarly journals PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN PEMENUHAN STANDAR SARANA PRASARANA TERHADAP PRESTASI SISWA

2020 ◽  
Vol 2 (1) ◽  
pp. 34-48
Author(s):  
Mardani Mardani ◽  
Mohamad Jaenudin ◽  
Amie Primarni
Keyword(s):  
Middle School ◽  
Student Achievement ◽  
Principal Leadership ◽  
Parental Support ◽  
School Principal ◽  
Teacher Competence ◽  
Correlation And Regression Analysis ◽  
New Students ◽  
Relationship Of ◽  
The Relationship

  ABSTRACT Student achievement is one indicator of graduate quality or student quality as well as school credibility. Often the quality of graduates and student achievement is one of the references or references for prospective new students to register at the school. But what influences student achievement is not solely the internal factors of students who are easy or difficult to get proper education. Other factors also support or hinder student achievement, including Principal Leadership, availability of educational facilities and infrastructure, availability of learning media, teacher competence, parental support, curriculum, and so on. The purpose of this study was to determine the effect of Principal Leadership and the fulfillment of infrastructure standards on student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor. The research method used in this study is a quantitative method. This research is correlational because the research seeks to investigate the influence of School Principal Leadership, Fulfillment of Infrastructure Facilities, on Student Achievement at Al Qudwah Islamic Middle School, Cibinong, Bogor. Data collection techniques using the study of literature, documentation, observation, and questionnaires. Data analysis techniques using correlation and regression analysis. The results showed that (a) the Principal's Leadership contributed very significantly and influenced rather high and the direction of a positive relationship to student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor Regency (b) Fulfillment of Infrastructure Standards contributes very significantly and influences high and the direction of the relationship positive towards student achievement at Al Qudwah Islamic Middle School, Cibinong, Bogor Regency. Correlation coefficient Variable Fulfillment of Infrastructure to Student Achievement, and (c) The relationship of Principal Leadership and Fulfillment of Infrastructure Facilities is strong  to student achievement in Al Qudwah Islamic Middle School, Cibinong, Bogor Regency. Keyword: Leadership, Infrastructure, Student Achievement

Hubungan Motivasi dan Minat Masuk Program Studi DIII Kebidanan Dengan Prestasi Belajar Mahasiswa STIKES ICSADA Bojonegoro

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Cholida Khusnul Chotimah
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Behavior Changes ◽  
Study Program ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Increase Student Achievement ◽  
Learning Conditions ◽  
Relationship Of ◽  
The Relationship

ABSTRAKHasil belajar (prestasi belajar) merupakan perubahan perilaku yang diperoleh seseorang setelah mengalami aktivitas belajar. Perolehan aspek-aspek perubahan perilaku tersebut tergantung pada apa yang dipelajari oleh seseorang. Berhasil atau tidaknya seseorang untuk belajar disebabkan beberapa faktor yang mempengaruhi dalam pencapaian hasil belajar (prestasi belajar) yaitu berasal dari dalam diri orang yang belajar dan ada pula yang dari luar dirinya. Banyak faktor yang mempengaruhinya, diantaranya adalah motivasi dan minat. Tujuan dari penelitian ini adalah untuk mengetahui hubungan motivasi dan minat masuk Program Studi D  III Kebidanan dengan prestasi belajar mahasiswa  STIKES Insan Cendekia Husada Bojonegoro. Jenis penelitian ini adalah analitik korelasi. Penelitian ini menggunakan pendekatan cross sectional. Populasi dalam penelitian ini adalah semua mahasiswa Program Studi D III Kebidanan STIKES Insan Cendekia Husada Bojonegoro sebanyak 39 mahasiswa dengan  teknik total sampling dengan jumlah sampel 39. Penelitian ini menggunakan instrumen berupa kuesioner. Analisis hubungan variabel dilakukan dengan menggunakan Yates Correction. Hasil penelitian ini menunjukkan bahwa ada hubungan antara motivasi masuk Program Studi D III Kebidanan dengan prestasi belajar mahasiswa           (ρ =0,027) dan ada hubungan antara minat masuk Program Studi D III Kebidanan dengan prestasi belajar mahasiswa (ρ =0,044). Saran untuk Program Studi D III Kebidanan STIKES Insan Cendekia Husada Bojonegoro agar meningkatkan prestasi belajar mahasiswa Prodi D III kebidanan STIKES Insan Cendekia Husada Bojonegoro dengan cara dosen atau pembimbing akademik menciptakan kondisi pembelajaran yang menarik, sarana prasarana yang menunjang, hubungan antara dosen dan mahasiswa yang baik, sehingga mahasiswa terdorong untuk butuh dan terus belajar dan melakukan pemantauan dan pendekatan lebih dalam terhadap mahasiswa tentang tujuan mereka untuk masuk di Program Studi D III Kebidanan. Kata Kunci : Motivasi, minat, prestasi belajar  ABSTRACT      Results of learning (learning achievement) is obtained by a person's behavior changes after experiencing learning activities. Acquisition aspects of the behavior change depending on what is learned by someone. Success or failure of someone to learn due to several factors that affect the achievement of learning outcomes (learning achievement) that comes from within the person who studied and some are from outside himself. Many factors influence it, such as motivation and interest. The purpose of this study was to determine the relationship of motivation and interest in D III Midwifery Studies Program with student achievement STIKES Insan Scholar Husada Bojonegoro. This type of research is analytic correlation. This study used cross sectional approach. The population in this study were all students of the D III Midwifery STIKES Insan Husada Bojonegoro Scholar at least 39 students with a total sampling with a sample of 39. This study used a questionnaire instrument. Variable correlation analysis done using Yates Correction. Results of this study indicate that there is a relationship between motivation incoming D III Midwifery Studies Program with student achievement (ρ = 0.027) and there is a correlation between interest in D III Midwifery Studies Program with student achievement (ρ = 0.044). Suggestions for Study Program D III Midwifery STIKES Insan Scholar Husada Bojonegoro in order to increase student achievement Prodi DIII midwifery personnel STIKES Scholar Husada Bojonegoro by way of a professor or academic supervisor creates an attractive learning conditions, infrastructure that support, the relationship between faculty and students good , so that students are encouraged to take and continue to learn and perform monitoring and deeper approach to the students about their goals for entry in the D III Midwifery Studies Program. Key Words : Motivation, interests, academic achievement

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

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