Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes (Record no. 341)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02034 a2200145 4500 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Orphanos, Stelios and Margaret Terry Orr |
| 245 ## - TITLE STATEMENT | |
| Title | Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2014. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Name of publisher, distributor, etc. | Educational Management Administration & Leadership |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 21 pages. |
| 520 ## - SUMMARY, ETC. | |
| Summary | School leadership has been shown to exert a positive but mostly indirect influence on school and<br/><br/>student outcomes. Currently, there is great interest in how quality leadership preparation is<br/><br/>related to leadership practice and improved teacher outcomes. The purpose of the study was to<br/><br/>understand the moderating influence of leadership preparation on leadership practices and<br/><br/>teachers’ job collaboration, leadership and satisfaction. The study features a non-experimental<br/><br/>design that combined data from a US study of exemplary leadership preparation and a nationally<br/><br/>representative sample of elementary school principals. The sample consists of 175 teachers whose<br/><br/>principals were prepared in an exemplary leadership program and 589 teachers whose principals<br/><br/>were traditionally prepared. Data were analysed with structural equation techniques and results<br/><br/>have shown that innovative leadership preparation exerts a statistically significant direct effect<br/><br/>on principalship leadership practices and a significant indirect effect on teacher collaboration and<br/><br/>satisfaction. The results provide important policy implications. Investments in leadership preparation influences leadership practices that yield more positive teacher work conditions, which are<br/><br/>essential for improve student learning and as a result leadership preparation program design and<br/><br/>improvement can play an important role in district reform and school improvement. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Leadership |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational leadership |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | School leadership |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Innovation |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="http://bit.ly/2u39n4V">http://bit.ly/2u39n4V</a> |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Total Checkouts | Date last seen | Uniform Resource Identifier | Price effective from | Koha item type | Public note |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | CORE Education | CORE Education | 23/09/2016 | Donation | 23/09/2016 | http://bit.ly/2u39n4V | 23/09/2016 | Article | Online access and paper copy available in Christchurch. |