How Principal Leadership, Disciplinary Climate and Parental Involvement Work Collectively as Predictors of Student Reading Achievement and Their Perceptions on Reading

The purpose of the study is to examine the relationships among leadership activities, disciplinary climate, parental involvement, students’ perceptions on their reading, and students’ reading abilities. Put simply, this study aims to explore how leadership activities are able to positively influence disciplinary climate and parental involvement, which in turn predict students’ perceptions of their reading, and their actual reading capabilities. Data were derived from a large scale dataset PIRLS (Progress in International Reading Literacy Studies).