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A model of school success: instructional leadership, academic press, and student achievement
Alig-Mielcarek, Jana Michelle

2003, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
The accountability and standards movements in education have intensified pressure on school administrators to raise the achievement levels of their students. The purpose of this inquiry was to develop a path model to explain the connections among key organizational variables and student achievement. One of the difficulties in predicting student achievement is that the socioeconomic status generally overwhelms all other organizational variables in explaining the variance. Thus, it is important to find school properties that can explain student achievement controlling for socioeconomic status. Two characteristics of elementary schools were proposed as key candidates—the instructional leadership of the principal and academic press of the school defined in terms to the extent to which school climate emphasizes high student expectations and intellectual accomplishments. After reviewing and synthesizing the literature on instructional leadership, a framework and measure of instructional leadership was developed and tested. Three aspects of principal behavior—promoting school-wide professional development, monitoring and providing feedback on the teaching and learning process, and developing and communicating shared goals—defined a general measure of instructional leadership. Then a theoretical path model to explain achievement was developed with instructional leadership, academic press, and socioeconomic status as the key variables. Using structural equation modeling the hypothesized relationships were tested with data collected from 146 elementary schools in Ohio, as well as student achievement and socioeconomic data obtained from the Ohio Department of Education. The findings provided substantial support for the model. Although the instructional leadership of the principal was not directly related to student achievement, it did have an indirect positive effect on achievement through the academic press of the school, which had a direct effect on student achievement in both mathematics and reading, controlling for socioeconomic status. Socioeconomic status had both a direct effect and indirect effect, through academic press, on student achievement. In sum, this study adds to the understanding of the social dynamics within the school that influence student achievement. Principals can affect the student achievement of their students indirectly using their leadership to develop an organizational climate in which academic and intellectual pursuits are central to the school.
Wayne Hoy (Advisor)
161 p.

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Alig-Mielcarek, J. (2003). A model of school success: instructional leadership, academic press, and student achievement. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Alig-Mielcarek, Jana. "A model of school success: instructional leadership, academic press, and student achievement." Electronic Thesis or Dissertation. Ohio State University, 2003. OhioLINK Electronic Theses and Dissertations Center. 03 Jul 2015.

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Alig-Mielcarek, Jana "A model of school success: instructional leadership, academic press, and student achievement." Electronic Thesis or Dissertation. Ohio State University, 2003. https://etd.ohiolink.edu/

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