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How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement and Their Perceptions on Reading.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement and Their Perceptions on Reading./
作者:	Zhang, Sijia.
面頁冊數:	1 online resource (197 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780438040861

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement and Their Perceptions on Reading.
Zhang, Sijia.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement and Their Perceptions on Reading. - 1 online resource (197 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--The University of Alabama, 2018.

Includes bibliographical references

This study examined the relationships among school leadership practices, parental involvement, disciplinary climate, students' perceptions on reading, and student achievement with sample obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school practices, the greater the degree of parental involvement and disciplinary climate, thus better student achievement. In addition, it was hypothesized that leadership practices from the four selected countries (Hong Kong SAR, Chinese Taipei, Canada, and the United States) are significantly different, and meaningful differences in the rating difficulty of all the survey items can be observed across region. The combined data of PIRLS and TIMSS 2011 utilized self-developed questionnaires. Leadership practices, parental involvement, and disciplinary climate were measured using the School Questionnaire in the data package. Students' perceptions on reading was measured by the Student Questionnaire, and student achievement was measured by reading, mathematics, and science from the 4th graders of the selected countries. As predicted, the hypotheses dealing with the indirect influence of leadership practices on student outcomes were supported by the results from this study which indicated that the better the school leadership, the better the student outcomes. Not the least, the study supported that meaningful differences regarding the rating difficulty from the respondents did exist among the four countries.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438040861Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement and Their Perceptions on Reading.
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504 $a Includes bibliographical references
520 $a This study examined the relationships among school leadership practices, parental involvement, disciplinary climate, students' perceptions on reading, and student achievement with sample obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school practices, the greater the degree of parental involvement and disciplinary climate, thus better student achievement. In addition, it was hypothesized that leadership practices from the four selected countries (Hong Kong SAR, Chinese Taipei, Canada, and the United States) are significantly different, and meaningful differences in the rating difficulty of all the survey items can be observed across region. The combined data of PIRLS and TIMSS 2011 utilized self-developed questionnaires. Leadership practices, parental involvement, and disciplinary climate were measured using the School Questionnaire in the data package. Students' perceptions on reading was measured by the Student Questionnaire, and student achievement was measured by reading, mathematics, and science from the 4th graders of the selected countries. As predicted, the hypotheses dealing with the indirect influence of leadership practices on student outcomes were supported by the results from this study which indicated that the better the school leadership, the better the student outcomes. Not the least, the study supported that meaningful differences regarding the rating difficulty from the respondents did exist among the four countries.
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