The purpose for the quantitative study was to explore the relationship between variables relative to and possibly predictive of the criterion variable of student achievement. Specifically, investigation into the dimensions of instructional factors and characteristics of 58 kindergarten, first- and second-grade teachers in one Michigan school district relative to teachers' self-perceptions and attributes relative to leadership and self-efficacy was the topic of the study. Measures of both above independent variables provided the basis for correlation with student reading achievement classroom composite scores as evidenced on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. The intention of the present study was to contribute to the field of educational leadership related to student achievement and factors of instruction that affect student outcomes. Fifty-eight teachers were invited to participate in completion of three surveys from which 40 responded. The study used the Teacher Leadership School Survey to measure dimensions of teacher leadership. The study used the Teacher Self-efficacy Scale survey to measure self-perceptions of teacher efficacy and beliefs. The analysis of survey results revealed that student-reading achievement, teacher leadership attributes, and teacher self-efficacy held no statistical significance. The literature suggests a correlation between school leadership and student outcomes. The literature suggests a correlation between student outcomes and teacher efficacy. More research regarding the link between dimensions of teacher leadership and teacher self-efficacy and the correlation to student achievement on measures of reading should continue. The correlation should be further researched to determine the consistency of the correlation over time.The purpose for the quantitative study was to explore the relationship between variables relative to and possibly predictive of the criterion variable of student achievement.
|Title||:||Quantitative Study of the Correlation of Teacher Leadership and Teacher Self-efficacy on Student Reading Outcomes|
|Author||:||David R. Phillips|
|Publisher||:||ProQuest - 2009|