Principal Leadership, School Capacity, and STEM Teaching Objectives: Evidence From National High School Longitudinal Study 2009 Data

• In Event: Possibilities for Leveraging Internal Resources to Shift Professional Practice: Increasing Organizational Capacity to Support Student Learning

Abstract

It is well known that principal leadership has significant influence on student, teacher and school outcomes, while little is known on how high school principals improve STEM teaching. This proposal aims to explore how high school principal leadership influences STEM teaching objectives through several school capacity components including professional learning community (PLC), teacher expectations (TE), teacher collective responsibility (TCR), and teacher self-efficacy (TSE). We applied the structural equation modeling (SEM) methods to the national High School Longitudinal Study (HSLS09) data. The preliminary findings showed consistent patterns between models for math and science teacher data except for PLC’s effect on TSE. The findings have important implications for school policy and practices regarding high school leadership, school capacity and STEM teaching.

Authors

• Jiangang Xia, University of Nebraska - Lincoln
  Presenting Author

• Yongmei Ni, University of Utah
  Presenting Author

• Yu Su, ACT, Inc.
  Presenting Author

• Bichu Li, University of Utah
  Non-Presenting Author