教师对校长领导风格的认知与行为障碍学生在专业学校表现的改善

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Uri Even, Iris BenDavid-Hadar
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引用次数: 3

摘要

我们研究了学校教师所感知的校长领导风格与有特殊教育需求的学生在行为障碍学生专业学校的表现改善之间的关系。我们的动机源于他们在普通人群中所占比例的增加趋势,以及这一独特人群可能对学校校长领导风格做出不同反应的前提。收集了学生以前的表现、学生的背景特征、教师档案和学校特征的数据集。此外,还分发了一份关于教师对校长领导风格的看法的问卷。数据集收集自92名在特殊教育需求公立学校工作的教师,这些学校专门研究行为障碍。使用STATA软件,我们测量了多级固定效应模型。我们发现,校长越是被视为变革领导者,学生的表现就越高。此外,受教育程度更高的老师教的中学优势学生(即以前的表现水平高,社会经济阶层高)与同龄人相比表现更高。根据我们的发现,我们建议政策制定者考虑将转型领导者分配给表现不佳的学校。此外,政策制定者可能希望分配额外的学习资源,并提供学习服务,以支持弱势学生的学习过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders
We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general population and the premise that this unique population may respond differently to school principal leadership style. Datasets on students’ previous performance, students’ background characteristics, teacher profiles, and school features were collected. In addition, a questionnaire on teachers’ perceptions of their school principal's leadership style was distributed. Datasets were collected from 92 teachers who worked in special education needs public schools that specialized in conduct disorders. Using STATA software, we measured multilevel fixed-effects models. We found that the more the school principal is perceived as a transformational leader, the higher the students’ performance. Additionally, secondary school advantaged students (i.e. having a high level of previous performance, high socioeconomic strata), who are taught by more educated teachers, exhibit higher performance compared with their counterparts. Based on our finding, we recommend that policy makers would consider assigning transformational leaders to low-performing schools. In addition, policy makers may want to allocate extra learning resources and to provide access to learning services to support the disadvantaged students’ learning process.
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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