Middle leadership practices in secondary schools associated with improved student outcomes

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-10-20 DOI:10.1080/13632434.2022.2137126

Camilla Highfield, C. Rubie-Davies

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引用次数: 4

Abstract

ABSTRACT This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- to 18-year-old students in the national qualification within these schools. The extent of the effectiveness of the middle leadership practices in these departments was investigated using individual questionnaires for each middle leader and the teachers who reported to them. This paper reports the results of the statistical analyses of the questionnaire compared with the aggregated academic results for students by department and finds specific middle leadership practices that were strongly associated with improved academic results. In schools where students were socially disadvantaged, the statistical significance of the results was greater. This study contributes to the previous schooling improvement literature on department effectiveness by enhancing our understanding of why students in departments in the same high school perform differently and how effective middle leaders can impact positively the student academic outcomes.

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中学中层领导实践与提高学生成绩的关系

摘要本文描述了在城市高中，中学中学领导作为学生系级学业成绩校内变化的贡献者的有效性的研究结果。对新西兰10所城市高中学生的英语、数学和科学“高风险”学术评估结果进行了三年的整理。分析显示，在这些学校中，16至18岁的学生在国家资格考试中的学科表现各不相同。对这些部门的中层领导实践的有效性程度进行了调查，对每个中层领导和向他们报告的教师进行了单独的问卷调查。本文将调查问卷的统计分析结果与各院系学生的综合学习成绩进行对比，发现具体的中层领导实践与学习成绩的提高有很强的联系。在学生处于社会弱势地位的学校，结果的统计显著性更大。本研究通过加深我们对同一高中不同部门学生表现差异的原因以及有效的中层领导如何对学生学业成绩产生积极影响的理解，对以往关于部门效能的学校改善文献有所贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.