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First published online December 18, 2009

How Principals and Peers Influence Teaching and Learning

Jonathan Supovitz, Philip Sirinides, and Henry MayView all authors and affiliations
Volume 46, Issue 1
https://doi.org/10.1177/1094670509353043

Abstract

This paper examines the effects of principal leadership and peer teacher influence on teachers’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine the structural relationships between student learning and theorized dimensions of principal leadership, teacher peer influence, and change in teachers’ instructional practice.The findings confirm previous empirical work and provide new contributions to research on the chain of hypothesized relationships between leadership practice and student learning. Both principal leadership and teacher peer influence were significantly associated with teachers’ instructional practices and English language arts (ELA) student learning. A major contribution of this research is the strong and significant indirect relationships which mediate education leadership and student learning. The results indicate the importance of principals work for student learning because of their indirect influence on teachers’ practices through the fostering of collaboration and communication around instruction.

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1. Although there was a clear statistical argument for using difference score analysis instead of covariance analysis, we also ran the model using a covariance approach and found similar results, indicating that the transformation of scores did not influence the findings.

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Published In

Volume 46, Issue 1
Pages: 31 - 56
Article first published online: December 18, 2009
Issue published: February 2010

Keywords

  1. leadership impacts
  2. distributed leadership
  3. instructional improvement
  4. student learning
  5. multilevel structural modeling

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© The University Council for Educational Administration 2010.

Authors

Affiliations

Jonathan Supovitz
University of Pennsylvania, Philadelphia, PA, [email protected]
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Philip Sirinides
University of Pennsylvania, Philadelphia, PA
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Henry May
University of Pennsylvania, Philadelphia, PA
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