The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement
- Authors
- Park, Joo-Ho; Lee, In Heok; Cooc, North
- Issue Date
- Dec-2019
- Publisher
- SAGE PUBLICATIONS INC
- Keywords
- principal support; professional learning community; collective responsibility; group-level teacher expectations; student achievement
- Citation
- EDUCATIONAL ADMINISTRATION QUARTERLY, v.55, no.5, pp.742 - 780
- Indexed
- SSCI
SCOPUS
- Journal Title
- EDUCATIONAL ADMINISTRATION QUARTERLY
- Volume
- 55
- Number
- 5
- Start Page
- 742
- End Page
- 780
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/146649
- DOI
- 10.1177/0013161X18821355
- ISSN
- 0013-161X
- Abstract
- Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant.
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