Principal Leadership Practices, Organizational Improvement, and Student Achievement

• In Event: Principal Leadership Practices, Student Learning, and Teacher Outcomes

Abstract

Objective. For many principals, state and federal policies have led to expectations that their schools will improve student outcomes each year, until they reach achievement levels that are generally observed only in highly-resourced or selective schools. This presents a key challenge for principals, as many must meet standards never before achieved in their schools. In light of this challenge, this study examined how principals and school organizational factors can contribute to student learning.
Perspective. This study drew on Hallinger’s (2005) articulation of three dimensions of instructional leadership – defining the mission and vision of the school; managing the instructional program; and promoting a positive learning climate – embedded within Bryk et al.’s (2010) framework of the Five Essential Supports for school improvement. School leaders can accomplish these goals by, for example, observing teacher practice, coordinating professional development, developing teacher-parent relationships, or contracting with external providers around student supports.
Data and Methods. The authors used survey and student achievement data from all Chicago Public Schools (CPS), including approximately 500 elementary (grades K-8) schools and 100 high schools, from 2007-08 to 2013-14. Their survey measure of instructional leadership was adapted from Hallinger’s framework, and asked teachers about the principal’s role in setting a vision, instructional goals, and standards for learning; tracking student progress; and working with teachers on instructional planning and professional development. The authors primarily used structural equation modeling (SEM) to examine leadership pathways to achievement.
In addition, they interviewed principals and teachers at 12 elementary and high schools where teachers indicated that their principals were strong instructional leaders, but exhibited different trends in student achievement; 6 of these schools had improving test scores and 6 had declining/flat test scores. The purpose of the interviews was to examine why there were differences in growth in achievement among schools that all had principals who teachers viewed as strong instructional leaders.
Results. In the quantitative analysis, school learning climate (i.e., a safe, orderly, college-going culture with high academic expectations) emerged as the strongest mechanism through which instructional leadership was associated with better school-wide classroom instruction and higher student achievement. These analyses also indicated that teacher leadership was a critical mechanism through which principals achieved a strong learning climate. In addition, the qualitative analyses revealed that in schools with growing achievement, the process of school improvement was collaborative and driven by shared leadership in which teachers and school staff participated in teams to support their shared goals for students.
Significance. This study shows that key to principals’ effectiveness is organizing teachers and staff to work together to figure out how the programs and practices they have in place are working, looking at student data to gauge effectiveness, and continually innovating to meet the next challenge. By collaborating in relation to common goals that are monitored with student data, principals and teachers can figure out how to create a climate where everyone feels safe and has high expectations for all students—this makes it easier for all teachers to be effective and all students to grow.

Authors

• Elaine M. Allensworth, University of Chicago

• James Sebastian, University of Missouri - Columbia

• Molly F. Gordon, NORC at the University of Chicago