Principal leadership functions and teacher effectiveness

Edward James Kennedy, Fordham University

Abstract

This study examines the relationship between principal leadership functions and teacher effectiveness. It is hypothesized that principals who demonstrate effective leadership functions will lead schools in which teachers utilize effective instructional techniques. A total of 15 elementary schools in three New York counties were randomly selected for inclusion in the study. To determine the extent of leadership functions of principals, the Principal Instructional Management Rating Scale was used by 319 teachers. To assess the presence of effective instructional techniques, 283 students in the 15 schools completed the Our Class and Its Work instrument.^ Total mean scores by school were developed, as well as means for the subscales on each instrument. The data were analyzed statistically and reported within a correlation matrix. Results illustrate a significant correlation between nine out of 10 Principal Instructional Management Rating Scale subscales and the eight Our Class and Its Work subscales. Therefore, the results of the study indicate a significant correlation between principal leadership functions and teacher effectiveness when measured by these instruments in the 15 schools of the sample. ^

Subject Area

Educational administration

Recommended Citation

Kennedy, Edward James, "Principal leadership functions and teacher effectiveness" (1993). ETD Collection for Fordham University. AAI9328415.
http://fordham.bepress.com/dissertations/AAI9328415

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