Linking leadership to student learning: the contributions of leader efficacy. School leaders ’ sense of collective efficacy also had a strong, positive, relationship with leadership practices found to be effective in earlier studies. Kenneth Leithwood and Doris Jantzi. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Leithwood and Jantzi (2008) suggest that leaders empower the more effective teachers who can help to influence student learning. School leaders' sense of collective efficacy also had a strong, positive, relationship with leadership practices found to be effective in earlier studies. Access to society journal content varies across our titles. , Watson, C.B. Implications: These results suggest that district leaders are most likely to build the confidence and sense of collective efficacy among principals by emphasizing the priority they attach to achievement and instruction, providing targeted and phased focus for school … Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Lean Library can solve it. School leaders' sense of collective efficacy also had a strong, positive, relationship with leadership practices found to be effective in earlier studies. A stepwise approach was used wherebypredictors were selected in order of importance with both entry and removal ofvariables possible at each step. Sharing links are not available for this article. To read the fulltext, please use one of the options below to sign in or purchase access. Four separate stepwise regression analyses were conductedto identify the most important variables in predicting the four criteriavariables: (1) self-efficacy in instructional leadership, (2) self-efficacy inmanagement, (3) reported time devoted to instructional leadership, and (4)reported time devoted to management. Methods: Evidence for the study was provided by 96 principal and 2,764 teacher respondents to two separate surveys, along with student achievement data in language and math averaged over 3 years. View or download all content the institution has subscribed to. Implications: These results suggest that district leaders are most likely to build the confidence and sense of collective efficacy among principals by emphasizing the priority they attach to achievement and instruction, providing targeted and phased focus for school improvement efforts and by building cooperative working relationships with schools. These teams, each led by a teacher, identified a few evidence-based strategies on which to focus their implementation efforts, inclu… Self-efficacy: Toward a unifying theory of behavioral change, Self-efficacy and mechanism in human agency, Perceived self efficacy in cognitive development and functioning, Self efficacy: Toward a unifying theory of behavioral change, Dispositional affect and leadership effectiveness: A comparison of self-esteem, optimism and efficacy, The role of different levels of leadership in predicting self- and collective efficacy: Evidence for discontinuity, Validation of a new general self-efficacy scale, Demographic characteristics associated with perceived self-efficacy levels of elementary, middle and secondary principals, Paper presented at the annual meeting of the Mid-South Educational Research Association, School principals' self-efficacy and its measurement in a context of restructuring, Delineating goal and efficacy effects: A test of three models, Paper presented at the annual meeting of the American Educational Research Association, Cultivating principals' sense of efficacy: Supports that matter, Paper presented at the annual meeting of the University Council for Educational Administration, Self-efficacy: A theoretical analysis of its determinants and malleability, Collective teacher efficacy: Its meaning, measure and impact on student achievement, Collective efficacy beliefs: Theoretical developments, empirical evidence and future directions, Leading educational change: Reflections on the practice of instructional and transformational leadership, Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995, Exploring the principal's contribution to school effectiveness: 1980-1995, The self-efficacy of school principals and their influence on smoking prevention at school, Teachers' and principals' sense of efficacy in elementary schools, A review of transformational school literature research 1996-2005, Leadership program effects on student learning: The case of the Greater New Orleans School Leadership Center, Accountability: responsibility and reasonable expectations, Effect of self-efficacy, goals, and task strategies on task performance, Teachers' professional community in restructuring schools, The development and impact of principal leadership self-efficacy in middle level schools: Beginning an enquiry, Principal self-efficacy and the use of power, Self-efficacy and leadership effectiveness: Applying social cognitive theory to leadership, Understanding failing' schools: The role of culture and leadership, Paper presented at the British Education Research Association Conference, Leadership self-efficacy and managers' motivation for leading change, Group efficacy and group effectiveness: The effects of group efficacy over time on group performance and development, Self-leadership and performance outcomes: The mediating influence of self-efficacy, Prior student achievement, collaborative school processes and collective teacher efficacy, Self-efficacy and work-related behaviour: A review and meta-analysis, Charismatic leadership and task feedback: A laboratory study of their effects on self-efficacy and task performance, The self-efficacy scale: Construction and validation, Principal self-efficacy and effective teaching and learning environments, The relationship between self-efficacy for participating in self-managed work groups and the big five personality dimensions, Fostering student achievement: The relationship between collective teacher efficacy and student achievement, Collective efficacy and faculty trust in students and parents in urban schools, Teacher efficacy: Capturing an elusive construct, Teacher efficacy: Its meaning and measure, Expenditure and size efficiencies of public school districts, Mid-continent Research for Education and Learning. 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linking leadership to student learning: the contributions of leader efficacy

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