Next Article in Journal
Taken for Granted: Material Relations Between Disability and Codes/Guidelines
Next Article in Special Issue
Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London
Previous Article in Journal
Acknowledgement to Reviewers of Societies in 2015
Previous Article in Special Issue
Changing the Educational Culture of the Home to Increase Student Success at School
Article Menu

Export Article

Open AccessArticle
Societies 2016, 6(1), 5; doi:10.3390/soc6010005

A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement

The Department of Educational Leadership, Policy and Technology Studies, The University of Alabama, P. O. Box 870302, Tuscaloosa, AL 35487, USA
These authors contributed equally to this work.
*
Author to whom correspondence should be addressed.
Academic Editor: Gregor Wolbring
Received: 19 December 2015 / Revised: 19 January 2016 / Accepted: 26 January 2016 / Published: 5 February 2016
(This article belongs to the Special Issue How School Leadership Influences Student Learning)
View Full-Text   |   Download PDF [207 KB, uploaded 18 February 2016]   |  

Abstract

This study tested the effects of the principal’s professional orientation towards leadership/enabling school structure (ESS) on two mediating variables, school academic optimism (SAO) and professional teacher behavior (PTB), on the outcome variable school reading achievement (RA). Data were drawn from a sample of 54 schools (including 45 elementary schools and nine middle schools); the school was the unit of analysis. Data analysis supported a path to RA in which a structural variable, ESS was the immediate antecedent of SAO and PTB. Two control variables, school level and SES, were included in the model. SES had a significant effect on SAO but not on PTB. School level had a negative effect on both PTB and SAO suggesting that both variables were higher in elementary school and declined in middle school. SES paired with SAO in predicting RA. As expected, SAO had a greater effect on RA than SES. The significance of the findings lies in the confirmation of SAO as an important influence on RA and in demonstrating the importance of ESS in establishing a context in which AO and PTB can flourish. View Full-Text
Keywords: academic optimism; professional teacher behavior; enabling school structure; school culture; academic achievement academic optimism; professional teacher behavior; enabling school structure; school culture; academic achievement
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Mitchell, R.M.; Tarter, C.J. A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement. Societies 2016, 6, 5.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Societies EISSN 2075-4698 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top