How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
K. Leithwood, Jingping Sun, R. Schumacker
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引用次数: 62

Abstract

Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.
学校领导对学生学习的影响:“四路模型”的检验
目的:本研究测试了一组中介学校领导对学生影响的变量,称为“四条路径模型”。该模型中的每条路径都包括对学生学习有显著直接影响的变量。这些变量对有效学校领导的综合模型中的实践具有可塑性。研究设计:这项研究的证据是对德克萨斯州81所小学1779名教师关于学校领导地位和四条道路上所有13个变量的调查的回应。学生成绩数据由所有科目和所有年级的州测试结果提供,而有资格获得免费或降价午餐的学生人数和百分比用于估计社会经济地位。采用验证性因子分析、回归分析和结构方程模型对数据进行分析。研究结果:结果发现,与原始版本的模型相比,四条路径及其组成变量之间的关系更加微妙和复杂。学校领导层仅通过一条路径上的变量对学生学习产生显著影响,而其他三条路径的变量仅通过对这条路径上变量的贡献影响学生学习。结论:研究结果指出了未来研究四条路径上变量之间关系的价值,以及在研究中从观察到的变量中识别潜在变量的努力。学校领导可以利用研究结果,更有效地集中精力改进学校。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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