Principals' Role and Public Primary Schools' Effectiveness in Four Latin American Cities

Autor/in	Anderson, Joan B.
Titel	Principals' Role and Public Primary Schools' Effectiveness in Four Latin American Cities
Quelle	In: Elementary School Journal, 109 (2008) 1, S.36-60 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/592366
Schlagwörter	Discipline; Teacher Persistence; Parent Participation; Academic Achievement; Leadership Styles; Foreign Countries; Work Environment; Administrator Role; Principals; Grade 4; Elementary School Students; Reading Achievement; Mathematics Achievement; Administrator Characteristics; Leadership Qualities; Administrator Qualifications; Teacher Administrator Relationship; Educational Environment; Correlation; Teaching Conditions; Labor Turnover; Argentina; Brazil; Chile; Mexico + Suchen Sie Ihr Suchwort? Disziplin; Elternmitwirkung; Schulleistung; Führungsstil; Ausland; Arbeitsmilieu; Principal; Schulleiter; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Führungseigenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Lehrbedingungen; Unterrichtsbedingungen; Argentinien; Brasilien; Mexiko
Abstract	This article examines the effectiveness of observable and quantifiable traits in and approaches of school principals in enhancing student achievement. Data were gathered on 2,048 fourth-grade students in 96 public primary schools in Leon, Mexico; Belo Horizonte, Brazil; Buenos Aires, Argentina; and Santiago, Chile. The UNESCO/ORELAC (United Nations Education and Social Council/Regional Education Office for Latin America and the Caribbean) language and math examinations were administered to each student in the sample, and school-level data were collected from principals, teachers, and the parents/community. Variables included the principal's education, experience, priorities, leadership style, and relationships with teachers. I estimated equations using hierarchical linear modeling. Results indicated that both community environment and instructional roles for principals were associated with increased student achievement. Important variables related to higher student language and math scores included the principal being at a school more years, emphasizing student evaluation, creating a better work environment for teachers, and spending more time promoting community events with an academic orientation. Variables negatively related to student achievement included a lack of parent participation, high teacher turnover, and principals focusing on student discipline. (Contains 13 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10