Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models.
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| Title: | Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models. |
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| Authors: | Yoon, Sun Young1 (AUTHOR) syoon36@wisc.edu |
| Source: | Leadership & Policy in Schools. Oct-Dec2016, Vol. 15 Issue 4, p500-523. 24p. 7 Charts. |
| Subject Terms: | *School principals, *Academic achievement, *Educational change, *School improvement programs, *Teachers |
| Abstract: | This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes. This study uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less data-driven than less-experienced principals. The more likely principals are to use data in their practices, the more teachers buy into the programs, and experienced principals tend to improve school-level teacher buy-in. Collective teacher buy-in improves over three years and is positively associated with students’ reading achievement. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes. This study uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less data-driven than less-experienced principals. The more likely principals are to use data in their practices, the more teachers buy into the programs, and experienced principals tend to improve school-level teacher buy-in. Collective teacher buy-in improves over three years and is positively associated with students’ reading achievement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15700763 |
| DOI: | 10.1080/15700763.2016.1181187 |
