Examining Teacher Perspectives on Leadership and Student Achievement in Kentucky Schools

• In Event: 52.023 - Effective Instructional Leadership: Aligning the Roles of Teachers and Principals

Abstract

This study examined the relationship between teacher perceptions of teacher and school leadership constructs and student achievement. The sample included a population of Kentucky teachers and students reported at the school level (N = 1033). Data were obtained from the 2013 Kentucky Teaching, Empowering, Leading, and Learning Survey for teacher perceptions of leadership and the 2013 Kentucky Performance Rating for Educational Progress for achievement data. Canonical correlation results indicated a significant positive correlation between leadership constructs and student achievement (Rc = .36). MANOVA results indicated a significant difference between schools with different teacher leadership perception scores and student achievement (p = .02). Post hoc comparisons indicated a significance difference between means that increased as student achievement increased for Teacher Leadership.

Authors

• Angela Lynn Newcomb, University of Louisville

• Namok Choi, University of Louisville

• Marco A. Munoz

• W. Blake Haselton, University of Louisville

• Ann E. Larson, University of Louisville