How principal leadership, disciplinary climate, and parental involvement work collectively as predictors of student achievement and their perceptions on reading

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dc.contributor Mitchell, Roxanne M.
dc.contributor Sun, Jingping
dc.contributor Hutcheson, Philo A.
dc.contributor Johnson, Bob L.
dc.contributor Wind, Stefanie A.
dc.contributor.advisor Mitchell, Roxanne M.
dc.contributor.advisor Sun, Jingping
dc.contributor.author Zhang, Sijia
dc.date.accessioned 2018-07-11T16:50:08Z
dc.date.available 2018-07-11T16:50:08Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0003018
dc.identifier.other Zhang_alatus_0004D_13453
dc.identifier.uri http://ir.ua.edu/handle/123456789/3703
dc.description Electronic Thesis or Dissertation
dc.description.abstract 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.
dc.format.extent 197 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational administration
dc.subject.other Educational evaluation
dc.subject.other Educational leadership
dc.title How principal leadership, disciplinary climate, and parental involvement work collectively as predictors of student achievement and their perceptions on reading
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Administration (Elementary & Middle School)
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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