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How Accountability Initiatives affect Principal Leadership

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Abstract:

The first paper examines survey data and four cases to examine the link between district accountability and principal leadership. Survey data examined how principals viewed state and district accountability policies from both the state and their districts, and suggests that most principals view them in a positive light, but with a high variance. Separate scales reflecting attitudes toward state and district accountability policies were developed, and regressions were carried out to examine their association with their teachers’ assessments of principal instructional leadership and shared leadership, controlling for school level (elementary/secondary) and student demographic composition. The results show strong and significant associations between a positive assessment of accountability policies and shared and instructional leadership. Positive attitudes toward accountability are also associated with a measure of teachers’ professional community. The 18 available case studies were rank ordered based on the survey measures related to teacher assessment of the principal’s instructional leadership. The 4 highest scoring site visit schools were all elementary, so it was decided to focus on suggests that the principals in top scoring schools had positive working relationships with their districts, including approval of the district’s accountability initiatives, but also felt a high sense of efficacy in their capacity to incorporate district policies into school-developed initiatives. The low scoring schools, in contrast, viewed district accountability efforts as unfair to their schools, and were unable to articulate how accountability initiatives fit into a school vision for improvement. The paper suggests that district accountability can be used to support school-based instructional leadership, but that this requires active management of the relationship by both the district and the principal.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378252_index.html
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MLA Citation:

louis, karen. and Robinson, Viviane. "How Accountability Initiatives affect Principal Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378252_index.html>

APA Citation:

louis, k. s. and Robinson, V. "How Accountability Initiatives affect Principal Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378252_index.html

Publication Type: Symposium Paper
Abstract: The first paper examines survey data and four cases to examine the link between district accountability and principal leadership. Survey data examined how principals viewed state and district accountability policies from both the state and their districts, and suggests that most principals view them in a positive light, but with a high variance. Separate scales reflecting attitudes toward state and district accountability policies were developed, and regressions were carried out to examine their association with their teachers’ assessments of principal instructional leadership and shared leadership, controlling for school level (elementary/secondary) and student demographic composition. The results show strong and significant associations between a positive assessment of accountability policies and shared and instructional leadership. Positive attitudes toward accountability are also associated with a measure of teachers’ professional community. The 18 available case studies were rank ordered based on the survey measures related to teacher assessment of the principal’s instructional leadership. The 4 highest scoring site visit schools were all elementary, so it was decided to focus on suggests that the principals in top scoring schools had positive working relationships with their districts, including approval of the district’s accountability initiatives, but also felt a high sense of efficacy in their capacity to incorporate district policies into school-developed initiatives. The low scoring schools, in contrast, viewed district accountability efforts as unfair to their schools, and were unable to articulate how accountability initiatives fit into a school vision for improvement. The paper suggests that district accountability can be used to support school-based instructional leadership, but that this requires active management of the relationship by both the district and the principal.


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

How principal evaluation can affect principal leadership: Evidence from Michigan and Beijing

Big Brother and His Siblings: How Principals Affect Job Satisfaction In The Age Of Accountability


 
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