The influence of elementary principal's effective leadership behaviors on student achievement

Abstract

The purpose of this study was to examine the relationship between the leadership behaviors of principals and the academic achievement of students. In order to accomplish this purpose specific leadership behaviors were identified and grouped into the following clusters: (1) communication of the school's goals, (2) involvement in curriculum, (3) provision of materials and programs to enrich the curriculum, (4) effective supervision of teachers, (5) monitoring of students' progress, and (6) sensitivity toward members of the school environment. The school climate dimension was also studied to determine the extent of its relationship to student achievement as well as the principal's leadership behaviors. The population for the study consisted of students in grades two, three, four, and five in 14 elementary schools, and 14 elementary principals. The student population was diverse with respect to ethnicity and socio-economic status. The principal group varied in age, experience, and sex. Principals' leadership behaviors were determined by teachers' responses on the Principals Performance Description Survey. Student achievement was determined by the calculation of gain-scores on the reading and mathematics subtests of the Iowa Test of Basic Skills for three successive years. School climate was assessed by the administration of the My Class Inventory to students in grades two, three, four, and five. Significant relationships were found between each principal behavior cluster and student achievement, especially in the middle grades. The principal's behaviors were positively associated with each climate variable accounting for between 9% and 24% of the variance in school climate. The results of this study indicate the positive association between the principals' leadership behaviors and student learning outcomes within the context of the total school environment.