Staff teams have stronger relations with all three teacher variables than any of the other within - school
collective leadership sources, and staff teams are the only in - school source of collective leadership related to achievement (r =.28).
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.
Not exact matches
At London Elementary, however, these activities and varied
sources of
leadership were linked in a complex,
collective pattern through the principal «s actions.
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.
Then we compared teachers «ratings of each
source of
collective leadership influence across quintiles.
We were intrigued to see that the two
sources of
leadership consistently showing significant relationships with all three mediating variables, and with student achievement, were
collectives: staff teams and parent advisory groups had significant correlations with all our mediators and with student achievement.
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.
To address this issue, we analyzed teachers «ratings of the extent of influence on school decisions of the nine measured
sources of
collective leadership.