Relationship of Principal Instructional Leadership and Math Teacher Perceptions

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Linking Leadership Styles to Student and Teacher Outcomes (Table 2)

Abstract

In this study we explore how Instructional Leadership impacts students' math opportunity to learn(OTL). Instructional Leadership has been shown to have direct and indirect relationship with OTL. Our study is a secondary analysis of the High School Longitudinal Study of 2009 (HSLS:09), administered by the National Center for Education Statistics (NCES) and Institute for Educational Sciences(IES). We find that “traditional” principal instructional leader moves like requiring subject-specific PD and spending time working with teachers on instruction do not create shifts in teachers’ perceptions of their working climate or self-efficacy, which specifically impacts students’ math self-efficacy and identity, which in turn relate to positive academic outcomes in math. Our findings suggest that principal leadership should extend beyond the principal.

Authors

• Shannon Holder, Central Connecticut State University

• Meredith Wronowski, University of Dayton

• Margaret Thornton, Rowan University

• Tameka Arnold, Wayne State University