Mediating Effects of Student Academic Mind-Sets on Relationships Between Principal Leadership Practices, Teacher Practices, and Student Academic Achievement

• In Event: Marriott Roundtable Session 29
  In Roundtable Session: Research on Teachers and Teacher Collaboration

Abstract

The purpose of this study was to examine direct and indirect relationships among principal leadership, teacher practices, student academic mindsets, and student academic achievement. Data was drawn from the 2012 PISA-US datasets. Multivariate and multilevel analysis of data revealed significant positive influences of distributed principal leadership, classroom environment, student growth mindset, and student self-efficacy on math achievement of 15 years old students. Students’ growth mindset and self-efficacy beliefs also significantly mediated the relationship between teacher-student relationships and academic achievement. Study findings suggested several revised conceptual frameworks for the initially hypothesized relationships between study variables. Conclusions were drawn and implications for policy, practice, and future research were discussed.

Authors

• Ibrahim Duyar, Arkansas State University

• Laura F. Fee, University of Arkansas at Little Rock

• Rashid F. Al Riyami, United Arap Emirates University

• Ali Ibrahim, United Arab Emirates University