scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

scholarly journals The association between teacher leadership and student achievement: A meta-analysis

2020 ◽  
Vol 31 ◽  
pp. 100357 ◽  
Author(s):  
Jianping Shen ◽  
Huang Wu ◽  
Patricia Reeves ◽  
Yunzheng Zheng ◽  
Lisa Ryan ◽  
...  
Keyword(s):  
Student Achievement ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Leadership And Student Achievement

Teacher Leadership

2015 ◽  
pp. 257-282 ◽  
Author(s):  
Servet Özdemir ◽  
Ali Çağatay Kılınç
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
School Context ◽  
Important Variable ◽  
Future Research ◽  
Leadership Roles ◽  
The Past ◽  
Research Areas ◽  
Factors Influencing ◽  
The Relationship

This chapter focuses on teacher leadership, an important variable in the classroom and school improvement literature. The concept of teacher leadership has attracted increased attention in the past two decades. Teachers are assuming more responsibility for leadership roles and functions within schools. Despite the considerable amount of scholarly effort and time spent on investigating the teacher leadership concept, less is known about how it flourishes in the school context and how it relates to classroom and school improvement. Therefore, this chapter tries to shed some light on the teacher leadership concept and discusses its meaning, teacher leadership roles, factors influencing teacher leadership, the relationship between teacher leadership and classroom and school improvement, and future research areas on teacher leadership. Offering a framework for teacher leadership, this chapter is expected to contribute well to the guidance of further research on teacher leadership.

A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes

2017 ◽  
Vol 51 (1) ◽  
pp. 33-71 ◽  
Author(s):  
William H. Jeynes
Keyword(s):  
High School ◽  
Student Achievement ◽  
Elementary School ◽  
Character Education ◽  
Educational Outcomes ◽  
Grade Level ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
The Relationship

An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.

Improving SME performance through organizational memory

2019 ◽  
Vol 32 (4) ◽  
pp. 473-491 ◽  
Author(s):  
Roman Kmieciak
Keyword(s):  
Customer Satisfaction ◽  
Least Squares Method ◽  
Organizational Memory ◽  
Operational Performance ◽  
Content Type ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
Partial Least Squares Method ◽  
The Relationship ◽  
Practical Implications

Purpose Specific research on the meaning of organizational memory (OM), including databases, for small- and medium-sized enterprises (SMEs) and their performance is limited. The purpose of this paper is to investigate the relationships between open-mindedness culture (OMC), OM, SME innovativeness and customer satisfaction. Design/methodology/approach Five hypotheses were formulated and tested using the partial least squares method. The survey data were collected from 120 Polish SMEs. Findings A positive and significant relationship between OMC and OM was found. OM has both direct and indirect impacts on customer satisfaction through firms’ innovativeness. The results confirmed the correlation between firms’ innovativeness and customer satisfaction. Research limitations/implications The focus on SMEs in a single country limits the generalizability of the results. Practical implications The findings of this research can inform SME managers who are willing to improve operational performance. This study suggests that OMC is a prior stage in building, updating and using OM in the form of databases. Leveraging databases is a way to incrementally increase firms’ innovativeness and customer satisfaction. Originality/value This paper fills an important gap in the extant literature by empirically testing the relationship between OMC, OM, firms’ innovativeness and customer satisfaction. This study is the first ever to study these relationships within the context of SMEs.

Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies

1981 ◽  
Vol 51 (3) ◽  
pp. 281-309 ◽  
Author(s):  
Peter A. Cohen
Keyword(s):  
Student Achievement ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Strong Support ◽  
Student Ratings ◽  
Full Time ◽  
Average Correlation ◽  
Student Ratings Of Instruction ◽  
Validity Studies ◽  
The Relationship

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.

scholarly journals The Relationship of Leadership and Student Achievement Across Societal Cultures

2013 ◽  
Vol 106 ◽  
pp. 3052-3061 ◽  
Author(s):  
Teri Denlea Melton ◽  
Barbara J. Mallory ◽  
Lucindia Chance
Keyword(s):  
Student Achievement ◽  
Leadership And Student Achievement ◽  
Relationship Of ◽  
The Relationship

scholarly journals Temperament and Academic Achievement in Children: A Meta-Analysis

2021 ◽  
Vol 11 (3) ◽  
pp. 736-757
Author(s):  
Dalia Nasvytienė ◽  
Tomas Lazdauskas
Keyword(s):  
Academic Achievement ◽  
Effortful Control ◽  
Meta Analysis ◽  
Positive Association ◽  
Central Tendency ◽  
Average Effect ◽  
Level Transition ◽  
Relationship Of ◽  
The Relationship ◽  
Unpublished Research

This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament–achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family’s socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child’s academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature

2019 ◽  
Vol 89 (5) ◽  
pp. 785-827 ◽  
Author(s):  
David D. Liebowitz ◽  
Lorna Porter
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Student Teacher ◽  
Meta Analysis ◽  
Well Being ◽  
Empirical Literature ◽  
Future Research ◽  
School Outcomes ◽  
Principal Behaviors ◽  
The Relationship

Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three central findings: (1) we find direct evidence of the relationship between principal behaviors and student achievement (0.08–0.16 SD), teacher well-being (0.34–0.38 SD), teacher instructional practices (0.35 SD), and school organizational health (0.72–0.81 SD); (2) we highlight the importance of principal behaviors beyond instructional management as potential tools to improve student achievement outcomes; and (3) the preceding findings are based almost entirely on observational studies because the causal evidence base on school leadership behaviors is nonexistent. We argue our findings suggest value in investing in school leadership capacities. We conclude by discussing opportunities to improve the quality of future research examining the relationship between principal behaviors and student, teacher, and school outcomes.

scholarly journals Leadership Style and Student Satisfaction:Mediation of Teacher Effectiveness

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Jyoti Regmi Adhikary
Keyword(s):  
Transformational Leadership ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Teacher Effectiveness ◽  
Leadership Style ◽  
Teaching Effectiveness ◽  
Future Research ◽  
Research Issues ◽  
Teaching Learning ◽  
The Relationship

Teacher leadership style, his/her teaching effectiveness, and student satisfaction are considered to be the key to enhancing effective teaching-learning experiences in educational setting. The purpose of this study was to examine the relationship between teacher leadership styles and student satisfaction, and investigate if teacher effectiveness mediated the relationship. One hundred thirteen graduate management students and 11 management teachers participated in the survey conducted in a business school in Kathmandu, Nepal. Results suggest that teacher’s effectiveness is significantly predicted by teacher’s transformational leadership style and is also a significant predictor of student satisfaction. Also, teacher effectiveness was found to partially mediate the relationship between teacher’s transformational leadership and student satisfaction, with teacher’s transformational style predicting student satisfaction. Limitations of the study are identified, important implications and future research issues are discussed.

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