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A META-ANALYSIS OF RESEARCH ON THE MEDIATED EFFECTS OF PRINCIPAL LEADERSHIP ON STUDENT ACHIEVEMENT : EXAMINING THE EFFECT SIZE OF SCHOOL CULTURE ON STUDENT ACHIEVEMENT AS AN INDICATOR OF TEACHER EFFECTIVENESS

dc.contributor.advisorMcDowelle, James O.en_US
dc.contributor.authorBulris, Mark Ellsworthen_US
dc.contributor.departmentEducational Leadershipen_US
dc.date.accessioned2010-02-02T20:20:33Zen_US
dc.date.accessioned2011-05-16T19:31:58Z
dc.date.available2010-02-02T20:20:33Zen_US
dc.date.available2011-05-16T19:31:58Z
dc.date.issued2009en_US
dc.description.abstractThe leadership of the school principal has long been associated with teacher effectiveness and student achievement. Research on the topic of principal leadership supports this association (Hallinger, Bickman, & Davis, 1996; Hallinger & Heck, 1996, 1997; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Walters, Marzano, & McNulty, 2003). Research indicates that this association is indirect and occurs through mediating factors (Hallinger et al., 1996; Hallinger & Heck, 1996, 1997; Leithwood, Louis et al., 2004; Robinson, 2007). These factors include intervening variables such as a school's vision and mission, teacher's pedagogical and content knowledge, teacher instructional practices, and school culture. A review of the literature on mediating variables reveals school culture as a mediating variable that may have a significant relationship with improved teacher effectiveness.   Schoen and Teddlie's (2008) model of school culture was selected as the operational definition of school culture for the present study. The review of literature leads to multiple models of teacher effectiveness and provides justification for using student achievement as a proxy measure of teacher   effectiveness. Using Schoen and Teddlie's model of school culture and student achievement as a proxy measure for teacher effectiveness, the study uses   meta-analysis techniques to examine the effect size of school culture on student achievement in K-12 schools in the United States.  The study synthesizes correlational study findings between school culture and student achievement since the signing of Goals 2000 in 1994. Studies included in the meta-analysis were conducted in U.S. public schools and included correlations in the form of a Pearson r between one or more of the dimensions of school culture and student achievement. The review of literature produced 30 studies meeting all established criteria for inclusion, provided a total of 152 correlations, and included 3,378 schools. The results of the study indicate that a strong moderate effect exists between school culture and student achievement in K-12 schools in the United States. The results indicate that school culture is a significant mediating variable of principal leadership and student achievement.  en_US
dc.description.degreeEd.D.en_US
dc.format.extent220 p.en_US
dc.format.mediumdissertations, academicen_US
dc.identifier.urihttp://hdl.handle.net/10342/2211en_US
dc.language.isoen_USen_US
dc.publisherEast Carolina Universityen_US
dc.subjectEducation, Generalen_US
dc.subjectPrincipal leadershipen_US
dc.subjectSchool cultureen_US
dc.subjectTeacher effectivenessen_US
dc.subject.lcshSchool principals--United Statesen_US
dc.subject.lcshTeacher effectiveness--United Statesen_US
dc.subject.lcshAcademic achievement--United Statesen_US
dc.subject.lcshTeacher-principal relationships--United Statesen_US
dc.subject.lcshTeacher-student relationships--United Statesen_US
dc.subject.lcshInteraction analysis in educationen_US
dc.subject.lcshEducational leadership--United Statesen_US
dc.titleA META-ANALYSIS OF RESEARCH ON THE MEDIATED EFFECTS OF PRINCIPAL LEADERSHIP ON STUDENT ACHIEVEMENT : EXAMINING THE EFFECT SIZE OF SCHOOL CULTURE ON STUDENT ACHIEVEMENT AS AN INDICATOR OF TEACHER EFFECTIVENESSen_US
dc.typeDoctoral Dissertationen_US

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