Finding the missing link: Do principal qualifications make a difference in student achievement?

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2021-12-03 DOI:10.1177/17411432211051909
S. Gümüş, Mehmet Şükrü Bellibaş, S. Şen, Philip Hallinger
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引用次数: 2

Abstract

Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.
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寻找缺失的环节:校长资格对学生成绩有影响吗?
尽管越来越多的学者对校长领导对学生成绩的影响感兴趣,但关于校长资格如何与学生学习成果相关的经验证据有限。本研究透过分析七个国家的跨国教与学国际调查及国际学生评量资料,探讨不同校长资历(教学经验、校长及其他学校管理角色、正规教育、校长训练及专业发展)与学生成绩的关系。结果显示,担任校长和其他学校管理职位的经历、校长培训、参与网络活动和教学/教学法研讨会与学生成绩之间的关联虽小,但在统计上具有显著意义,尽管不同学科的结果并不一致。然而,教育水平和教学经验并不能预测学生的成绩。研究结果为政策和进一步研究提供了启示。
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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