Leadership Behaviors of Principals Differ In Schools at Risk For Reconstitution |

ABSTRACT:

The purpose of this study is to test atheoretical causal model concerning how elementary and secondary schoolprincipals can influence school student achievement through the frequency ofimplementation of certain instructional leadership behaviors. After controllingfor contextual variables, we hypothesized that three latent variables relatedto principal instructional leadership (school governance, instructionalorganization, school climate) affected student achievement. A total of 332teachers and 56 school principals participated in the study. We conductedseparate analyses of the proposed model at the individual and school level. Theresults confirm that the proposed model fit the data. We discuss thetheoretical and practicalimplications of the results.