Principal Change Facilitator Style and Student Learning: Effects of Curriculum Quality and Teacher Implementation

• In Event: Poster Session 7
  In Poster Session: Division H, Section 2 Poster Session

Abstract

Utilizing data from various elementary schools following an Empowerment model from a large southwestern school district, we attempted to examine why some schools substantially outperformed others in reading achievement. Through a causal analysis, this study examined the relationship between elementary school principal change facilitator styles and third grade reading performance through various mediating factors: Quality of reading curriculum, and Implementation of the reading curriculum. We found significant results showing that both the type and implementation of reading curricula are both significant in affecting student learning, and that these variables mediate the predictive relationship between principal leadership/change facilitator styles and student reading performance. This and future ideas for research are presented.

Authors

• Jason Boggs, University of Nevada - Las Vegas

• Jillian Cohen, University of Nevada - Las Vegas

• Nicholas Nardi, University of Nevada - Las Vegas

• Ralph E. Reynolds, Iowa State University

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