Sentences with phrase «collective leadership influences»

The paths linking the three teacher variables to student achievement indicate that collective leadership influences student achievement through teacher motivation and work setting.

Then we compared teachers «ratings of each source of collective leadership influence across quintiles.

Not exact matches

Distributed leadership is about collective influence - it is not just some accidental by - product of high performing organisations but, as highlighted earlier, is a contributor to school success and improved performance (Hargreaves & Harris, 2010; Hargreaves, Boyle & Harris, 2014).

As we explain in section 1.1, collective leadership refers to influence exercised by school leaders and families and other stakeholders.

Collective leadership, for our purposes, is defined by this minimalist but basic conception of leadership - as - influence — and as a property of the system rather than an individual.

Evidence about collective leadership reported in Section 1.1 reveals the extent of influence exercised by most stakeholders in and around schools on decisions in the school.

From these items, we derived a measure of collective leadership that enabled us to make comparisons across schools by reference to the range of sources of leadership influence and the strength of that influence on teachers.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

With participatory and shared leadership variables factored in, we found that parent / teacher collective leadership and teacher's perceptions of parental influence were positively and significantly associated with achievement in mathematics, accounting for 23 % of the variance.

Collective leadership encompasses the practices through which teachers and administrators influence colleagues, policymakers, and others to improve teaching and learning.

Rather than empowering and organizing the rank and file for progressive collective action on behalf of public education and everyday New Yorkers, our leadership pacifies our membership in exchange for feigned political influence.

Both Standards recognise that high - quality school leadership is the practice of positively influencing individual and collective teaching expertise in a professional learning culture to secure a strong rate of progress for all learners.

The CUP is a New York City based entity that claims to be, «an energetic 21st century leadership development organization that molds diverse business and civic leaders, and empowers them to exert influence, achieve their individual goals and create collective impact through a range of programs and initiative.»

The remaining sections report evidence relevant to each of three questions addressed by the study: the impact of collective leadership on key teacher variables and student learning; the relative influence of different collective leadership sources; the relationship between different patterns of collective leadership and student achievement.

Similarly, we believe skilled instructional leaders must also link their accounts of their leadership and of the collective efforts of teachers to its actual or possible influence on student achievement.

Collective leadership has a stronger influence on student achievement than individual leadership.

Staff members in district roles also have an obligation to influence what schools do, although most studies of collective, shared, and distributed leadership have not examined the contribution of district personnel.37 Our study concerned itself with all of these potential sources of influence.

Collective leadership, as the term is used in this component of our study, refers to the extent of influence that organizational members and stakeholders exert on decisions in their schools.

Conceptualizing collective leadership as a network of influence and control also locates our study in relation to other research about organizational control structures.

Of the three teacher variables, the influence of collective leadership on students operates through its influence on teacher motivation and work setting.

To address this issue, we analyzed teachers «ratings of the extent of influence on school decisions of the nine measured sources of collective leadership.

Our Youth Network creates a platform to meet the demand by young people for opportunities to influence environmental action through service, development, leadership, civic engagement and organizing by way of collective empowerment of our chapter network.