Principal Change Facilitator Style and Student Learning: The Effects of Teacher Efficacy and Curriculum Satisfaction

• In Event: Poster Session 4
  In Poster Session: Division H Graduate Student Poster Session: Using Data to Drive Educational Success

Abstract

Research has found strong relationships between Principal Change Facilitator Style (PCFS) and teacher success in implementing new curriculum and instruction programs in the context of school reform. What has not been shown is exactly why and how a principal’s CFS is related to student performance. We selected two mediating variables for initial study – teacher self-efficacy with a school reform effort and teacher satisfaction with the adopted curriculum. According to our preliminary results, Initiator Principals may have the ability to increase teacher self-efficacy which positively affects student achievement. The current study presents an analytic methodology that shows promise in helping explain the relative roles and influence of various variables in student learning in the complex systems we call schools.

Authors

• Jillian Cohen, University of Nevada - Las Vegas

• Jason Boggs, University of Nevada - Las Vegas

• Ralph E. Reynolds, Iowa State University

• Gwen C. Marchand, University of Nevada - Las Vegas

• Gene E. Hall, University of Nevada - Las Vegas