Citation

How Does District Principal Evaluation Affect Learning-Centered Principal Leadership? Evidence from Michigan School Districts

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Abstract:

This study used Hierarchical Multivariate Linear models to investigate relationships between principals’ behaviors and district principal evaluation purpose, focus and assessed leadership activities in 13 school districts in Michigan. The study found that principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development, school restructuring, and accountability; when the focus of evaluation was related to instructional leadership; and when evaluation addressed leadership in school goal setting, curriculum design, teacher professional development and evaluation, and monitoring student learning. The findings from this study have implications for improving district evaluation policies and practices.

Most Common Document Word Stems:

evalu (255), princip (255), leadership (247), district (207), school (163), model (133), percept (115), student (108), level (103), teacher (93), learn (91), variabl (89), 1 (81), instruct (71), focus (68), purpos (68), polici (64), 2 (64), studi (63), activ (60), behavior (56),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378087_index.html
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MLA Citation:

Sun, Min. and Youngs, Peter. "How Does District Principal Evaluation Affect Learning-Centered Principal Leadership? Evidence from Michigan School Districts" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378087_index.html>

APA Citation:

Sun, M. and Youngs, P. , 2009-11-19 "How Does District Principal Evaluation Affect Learning-Centered Principal Leadership? Evidence from Michigan School Districts" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378087_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study used Hierarchical Multivariate Linear models to investigate relationships between principals’ behaviors and district principal evaluation purpose, focus and assessed leadership activities in 13 school districts in Michigan. The study found that principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development, school restructuring, and accountability; when the focus of evaluation was related to instructional leadership; and when evaluation addressed leadership in school goal setting, curriculum design, teacher professional development and evaluation, and monitoring student learning. The findings from this study have implications for improving district evaluation policies and practices.


Similar Titles:
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