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Using path analysis on data from 205 elementary schools, the results support the hypothesis that higher transformational leadership is associated with collective teacher efficacy, stronger commitment to the school mission and community, and greater school-community partnerships, translating into improved student achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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do principals influence student achievement according to the study?","Question",{"text":63,"@type":64},"The study argues that principals influence achievement indirectly by shaping organizational conditions that strengthen teacher commitment and collective teacher efficacy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What evidence supports the hypothesized mediating model?",{"text":68,"@type":64},"Path analysis of data from 205 elementary schools supports the model connecting transformational leadership to teacher capacity building and improved student achievement.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is transformational leadership central to this research?",{"text":72,"@type":64},"Transformational leadership aligns with teacher empowerment and stakeholder participation, and it is described as a multidimensional construct that predicts teacher beliefs and practices more strongly than transactional 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Ross & Peter Gray  \nPrincipals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary schools supported this hypothesis. Schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and schoolȬcommunity partnerships, and higher student achievement. Increasing the transformational leadership practices in schools makes a small but practically important contribution to overall student achievement.  \nKey words: teacher efficacy, transformational leadership, path analysis, grade 3 and 6  \nLes directions d’écoles sont imputables au regard du rendement scolaire sur lequel elles n’ont aucun effet direct d’après la plupart des études. Les auteurs ont testé un modèle selon lequel la direction d’école contribuerait indirectement au rendementscolaire à travers l’implication des enseignants et leurs façons de percevoir leur capacité collective. L’analyse acheminatoire (path analysis) de données issues de 205 écoles primaires vient étayer cette hypothèse. Les écoles présentant un niveau plus élevé de leadership transformationnel se distinguaient par une plus grande efficacité du corps enseignant, une implication plus grande des enseignants visȬàȬvis de la mission del’école, de l’équipeȬécole, des partenariats écoleȬcommunauté et un meilleur rendementscolaire. L’amélioration d’un écartȬtype des méthodes propres au leadership transformationnel dans les écoles augmenterait le rendement scolaire en lecture, en écriture et en mathématiques en 3e et en 6e années de 0,22 d’un écart type.  \nMots clés : efficacité des enseignants, leadership transformationnel, analyse acheminatoire, 3e et 6e années  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 798Ȭ822  \nPrincipals, regardless of the student populations they serve, are held accountable for student achievement in their schools. However, research reviews find that the direct effect of principals on student achievement is near zero (Hallinger & Heck, 1996; Leithwood, Jantzi, & Steinbach, 1999; Witziers, Bosker, & Kruger, 2003). Holding principals accountable may be defensible if a principal can be found to have an indirect influence on achievement by creating the organizational conditions through which improved teaching and learning occurs. For example, Hallinger, Bickman, and Davis (1996) found that principals contributed to reading achievement through the creation of a positive instructional climate (high teacher expectations, student opportunity to learn, clear mission, and grouping for instruction).  \nIn the study reported here, we reȬanalyzed a previously reported database to test several models linking leadership to student achievement. We focused on the mediating effects of teacher professional commitment and collective teacher efficacy, two powerful sets of variables that have not been previously examined as sources of indirect leadership effects on achievement. We began by constructing what we viewed as our most plausible model (displayed in Figure 1) and then developed several variants of it. Figure 1 proposes that principals influence student achievement by creating capacity in the organization in terms of teacher beliefs in their collective agency and in terms of their commitment to the goals of the organization. In a previous analysis of the database (using a split sample design different than the sample split used in the present study), we demonstrated that principals who adopt transformational leadership behaviours contribute to teachers’ professional commitment directly and indirectly through collective t","cbCaile9cq31PELB","https://ap.wps.com/l/cbCaile9cq31PELB","pdf",208465,25,"English","# Introduction\n## Accountability and near-zero direct effects\n## Indirect influence via teacher capacity\n# Study Design and Model\n## Re-analysis of a prior database\n## Mediating effects examined\n# Model Framework\n## Paths from leadership to teacher commitment\n## Transformational leadership constructs\n## Hypothesized model linking leadership to achievement","[{\"question\":\"How do principals influence student achievement according to the study?\",\"answer\":\"The study argues that principals influence achievement indirectly by shaping organizational conditions that strengthen teacher commitment and collective teacher efficacy.\"},{\"question\":\"What evidence supports the hypothesized mediating model?\",\"answer\":\"Path analysis of data from 205 elementary schools supports the model connecting transformational leadership to teacher capacity building and improved student achievement.\"},{\"question\":\"Why is transformational leadership central to this research?\",\"answer\":\"Transformational leadership aligns with teacher empowerment and stakeholder participation, and it is described as a multidimensional construct that predicts teacher beliefs and practices more strongly than transactional leadership.\"}]","SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT - THE MEDIATING EFFECTS OF TEACHER BELIEFS | PDF",1792083105,63]