The School Leaders' Role in Students' Mathematics Achievement Through the Lens of Complexity Theory

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-12 - Teaching, Learning, and Educational Leadership From a Complexity Perspective

Abstract

The purpose of this study was to explore the role school leaders play in students’ mathematics achievement through the lens of complexity theory. Theory was developed and tested that can be used to guide future research in schools and to provide pragmatic suggestions to school leaders as to how they may most effectively lead their respective schools towards higher student mathematics achievement. An explanatory sequential mixed methods design was used and it involved collecting quantitative data first and then explaining the results with in-depth qualitative data. Traditional multiple linear regression and grounded theory analysis methods were used to initially identify possible trends and then compared to results obtained through social network analysis, post-hoc regression analysis, and generative causal complexity analysis.

Author

• Emma P. Bullock, Sam Houston State University