Effects of Principal Leadership on Student Science Achievement

• In Event: 79.016 - Time, Policy, and Competition: Principal Pressures and Constraints

Abstract

The goal of this study was to estimate principal leadership’s impact on students’ science achievement. With the United States sample of PISA 2015 data, we used a series of two level structural equation models to examine the direct, indirect and moderated effect of principal leadership. The results revealed that (a) teachers’ rating of principal leadership had direct, positive relationship with student science achievement, (b) teachers’ job satisfaction and collaboration were positively associated with principal leadership but did not mediate the effect of principal leadership on student achievement, and (c) principal leadership’s effect was moderated by school contextual variables. Discussions were provided.

Authors

• Huang Wu, Western Michigan University

• Jianping Shen, Western Michigan University

• Ya Zhang

• yunzheng zheng, Western Michigan University