מנהיגות מאוזנת: מה מלמדות אותנו 30 שנות מחקר על השפעת המנהיגות על הישגי תלמידים

מאת טים ווטרס, רוברט מרזאנו, בריאן מקנולטי
זמן קריאה: 11 דקות

המחקר בוחן את ההשפעות של פרקטיקות מנהיגות על הישגי התלמידים. על בסיס ניתוח מחקרים שנערכו לאורך 30 שנה, מזהים המחברים 21 תחומי אחריות מנהיגותיים הקשורים באופן משמעותי להישגי התלמידים. אלו מתורגמים למסגרת של מנהיגות מאוזנת המתארת את הידע, המיומנויות, האסטרטגיות והכלים הנחוצים למנהיגים כדי להשפיע באופן חיובי על הישגי התלמידים.

מקור

ters, T., Marzano, R. J., McNulty, B. (2003). Balanced leadership: What 30 Years of research tells us about the effect of leadership on student achievement (A Working Paper). Denver, CO :McREL 2003

תרגום

אסף כהן

עריכה לשונית

לירון אבידר

עריכה מדעית

נעמי מנדל-לוי

מקורות

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נספח א': דו"חות על 70 המחקרים שנכללו במטה-אנליזה של McREL בנושא מנהיגות
  • Andrews, R. L. & Soder, R. (1987, March) Principal leadership and student achievement. Educational Leadership, 44(6), 9-11.
  • Ayres, R. E. (1984) The relationship between principal effectiveness and student achievement. Unpublished doctoral dissertation, University of Missouri, Columbia.
  • Balcerek, E. B. (2000, May) Principals' effective leadership practice in high performing and inadequately performing schools. Unpublished doctoral dissertation, University of Tennessee, Knoxville.
  • Bedford, W. P., Jr. (1987) Components of school climate and student achievement in Georgia middle schools.Unpublished doctoral dissertation, University of Georgia.
  • Benoit, J. D. (1990). Relationships between principal and teacher perceptions of principal instructional management and student achievement in selected Texas school districts with an emphasis on an index of effectiveness (school effectiveness). Unpublished doctoral dissertation, New Mexico State University.
  • Berry, F. A. (1983) Perceived leadership behavior of school principals in selected California public elementary schools with a high Hispanic student population and high or low sixth grade reading achievement scores.Unpublished doctoral dissertation, University of the Pacific, Stockton, CA.
  • Blank, R. K. (1987) The role of principal as leader: Analysis of variation in leadership of urban high schools.Journal of Educational Research, 81(2), 69-80.
  • Braughton, R. D. & Riley, J. D. (1991, May) The relationship between principals' knowledge of reading process and elementary school reading achievement. (ERIC Document Reproduction Service No. ED341952)
  • Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K. & Wisenbaker, J. M. (1978, Spring) Elementary school social climate and school achievement. American Educational Research Journal, 15(2), 301-318.
  • Brooks, F. K. (1986) Relationships between school effectiveness and the perceptions of teachers on leadership effectiveness and school climate. Unpublished doctoral dissertation, Memphis State University.
  • Cantu, M. M. I. (1994, May) A study of principal instructional leadership behaviors manifested in successful and not successful urban elementary schools. Unpublished doctoral dissertation, University of Texas at Austin.
  • Combs, M. W. (1982) Perceptions of principal leadership behaviors related to the reading program in elementary schools with high and low student achievement. Unpublished doctoral dissertation, University of Florida.
  • Crawford, J. & Watson, P. J. (1985, February) Schools make a difference: Within and between-school effects.Journal of Research and Evaluation of the Oklahoma City Public Schools, 15(8), 1-98.
  • Crawford, J., Kimball, G. & Watson, P. (1985, March) Causal modeling of school effects on achievement. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Czaja, M. D. (1985) The relationship of selected principals' motive patterns to school climate and school climate to effectiveness. Unpublished doctoral dissertation, University of Texas at Austin.
  • Dixon, A. E., Jr. (1981) The relationship of elementary principal leadership performance to reading achievement of students in two counties in California. Unpublished doctoral dissertation, University of San Francisco.
  • Duggan, J. P. (1984) The impact of differing principal supervisory communication styles on teacher and student outcomes (consensus, achievement, leadership). Unpublished doctoral dissertation, Rutgers the State University of New Jersey, New Brunswick.
  • Durr, M. T. (1986) The effects of teachers' perceptions of principal performance on student cognitive gains.Unpublished doctoral dissertation, Indiana University.
  • Edwards, P. I., Jr. (1984) Perceived leadership behaviors and demographic characteristics of principals as they relate to student reading achievement in elementary schools. Unpublished doctoral dissertation, University of South Florida.
  • Erpelding, C. J. (1999) School vision, teacher autonomy, school climate, and student achievement in elementary schools. Unpublished doctoral dissertation, University of Northern Iowa.
  • Ewing, T. M. (2001, December) Accountable leadership: The relationship of principal leadership style and student achievement in urban elementary schools. Unpublished doctoral dissertation, Northern Illinois University, Dekalb.
  • Finklea, C. W. (1997) Principal leadership style and the effective school (secondary school principals).Unpublished doctoral dissertation, University of South Carolina.
  • Floyd, J. E. (1999) An investigation of the leadership style of principals and its relation to teachers' perceptions of school mission and student achievement. Unpublished doctoral dissertation, North Carolina State University, Raleigh.
  • Freeman, E. (1987) The relationship between school effectiveness and elementary school principals' behaviors.Unpublished doctoral dissertation, University of Washington.
  • Friedkin, N. E. & Slater, M. R. (1994, April) School leadership and performance: A social network approach.Sociology of Education, 67, 139-157.
  • Gentile, M. (1997) The relationship between middle school teachers' perceptions of school climate and reading and mathematics achievement. Unpublished doctoral dissertation, Widener University, Chester, PA.
  • Gray, C. S. (2001, August) Involvement of the principal in elementary school reading programs in the Mississippi region. Unpublished doctoral dissertation, Mississippi State University.
  • Griffin, G. D. (1996) An examination of factors contributing to exemplary schools in an urban public school district in the Midwest (urban education). Unpublished doctoral dissertation, Western Michigan University.
  • Hallinger, P., Bickman, L. & Davis, K. (1996, May) School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Hauser, B. B. (2001) A comparison of principal perceiver themes between highly successful and less successful principals in a selection of public elementary schools in Kentucky. Unpublished doctoral dissertation, University of Kentucky, Lexington.
  • Heck, R. H. & Marcoulides, G. A. (1990) Examining contextual differences in the development of instructional leadership and school achievement. The Urban Review, 22(4), 247-265.
  • Heck, R. H., Larsen, T. J. & Marcoulides, G. A. (1990, May) Instructional leadership and school achievement validation of a causal model. Educational Administration Quarterly, 26(2), 94-125.
  • Hedges, B. J. (1998) Transformational and transactional leadership and the school principal: An analysis of Catholic K-8 school principals (Catholic schools). Unpublished doctoral dissertation, University of Maryland, College Park.
  • Hopkins-Layton, J. K. (1980) The relationships between student achievement and the characteristics of perceived leadership behavior and teacher morale in minority, low socio-economic, and urban schools. Unpublished doctoral dissertation, University of Houston.
  • Hurwitz, N. F. (2001) The effects of elementary school principal instructional leadership on reading achievement in effective versus ineffective schools. Unpublished doctoral dissertation, St. John's University, Jamaica, NY.
  • Jackson, S. A. C. (1982) Instructional leadership behaviors that characterize schools that are effective for low socioeconomic urban black students. Unpublished doctoral dissertation, Catholic University of America, Washington, DC.
  • Jones, P. A. (1987, May) The relationship between principal behavior and student achievement in Canadian secondary schools. Unpublished doctoral dissertation, Stanford University.
  • Jun, Sung-Yun (1981) Principal leadership, teacher job satisfaction and student achievement in selected Korean elementary schools. Unpublished doctoral dissertation, Florida State University.
  • Knab, D. K. (1998) Comparison of the leadership practices of principals of blue ribbon schools with principals of randomly selected schools. Unpublished doctoral dissertation, The American University.
  • Kolakowski, R. E. L. (2000) Instructional leadership and home-school relations in high- and low-performing schools – SBM team perceptions. Unpublished doctoral dissertation, University of Maryland, College Park.
  • Krug, Frances S. (1986, May) The relationship between the instructional management behavior of elementary school principals and student achievement. Unpublished doctoral dissertation, University of San Francisco.
  • LaFontaine, V. T. C. (1995) Implementation of effective schools correlates by Bureau of Indian Affairs Elementary Pilot Schools: Staff perceptions and achievement scores (Native Americans). Unpublished doctoral dissertation, The University of North Dakota.
  • Larsen, T. J. (1984) Identification of instructional leadership behaviors and the impact of their implementation on academic achievement (Effective Schools, High Achieving Schools; Los Angeles County, California). Unpublished doctoral dissertation, University of Colorado at Boulder.
  • Lee, C. M. (2001) Teacher perceptions of factors impacting on student achievement in effective and less effective urban elementary schools. Unpublished doctoral dissertation, Wayne State University, Detroit, MI.
  • Lewis, L. W. Jr. (1983) Relationship between principals' leadership style and achievement scores of third-grade students from low-income families. Unpublished doctoral dissertation, Duke University, Durham, NC.
  • Madison, T., Jr. (1988) A correlational study of the leadership behavior of school principals and the reading achievement of sixth grade students from the low and upper social classes. Unpublished doctoral dissertation, Georgia State University.
  • McCord, H. C. (1982) Title I school principals' characteristics and behaviors and their relationship to student reading achievement. Unpublished doctoral dissertation, Northern Illinois University, Dekalb.
  • McMahon-Dumas, C. E. (1981) An investigation of the leadership styles and effectiveness dimensions of principals, and their relationship with reading gain scores of students in the Washington, D. C., public schools. Unpublished doctoral dissertation, George Washington University, Washington, D. C.
  • Meek, J. P. (1999) Relationship between principal instructional leadership and student achievement outcomes in North Carolina public elementary schools. Unpublished doctoral dissertation, North Carolina State University, Raleigh.
  • Morey, M. (1996) The relationships among student science achievement, elementary science teaching efficacy, and school climate (public schools). Illinois State University.
  • Norvell, C. A. (1984) Characteristics of perceived leadership, job satisfaction, and central life interests in high-achieving, low-achieving, and improving Chapter I Schools (Los Angeles, California). Unpublished doctoral dissertation, University of California, Los Angeles.
  • O'Day, K. A. (1984) The relationship between principal and teacher perceptions of principal instructional management behavior and student achievement. Unpublished doctoral dissertation, Northern Illinois University.
  • Pounder, D. G. & Ogawa, R. T. (1995, November) Leadership as an organization-wide phenomenon: Its impact on school performance. Educational Administration Quarterly, 31(4), 564-588.
  • Prouty, R. S. (1987) Mathematics achievement and self-esteem at secondary schools in Zaire: The effects of principals' emphasis on instructional leadership. Unpublished doctoral dissertation, Michigan State University.
  • Reed, D. E. (1987) Organizational characteristics, principal leadership behavior and teacher job satisfaction: An investigation of the effects on student achievement. Unpublished doctoral dissertation, University of Rochester.
  • Rigell, C. D. (1999, May) Leadership behaviors of principals and student achievement. Unpublished doctoral dissertation, University of Tennessee, Knoxville.
  • Ruzicska, J. K. (1989) The relationships among principals' sense of efficacy, instructional leadership, and student achievement. Unpublished doctoral dissertation, University of San Francisco.
  • Skilling, W. C. (1992) A study of the relationship between middle school principal leadership behavior and seventh-grade student reading achievement. Unpublished doctoral dissertation, Michigan State University.
  • Skrapits, V. A. (1986) School leadership, interpersonal communication, teacher satisfaction, and student achievement. Unpublished doctoral dissertation, Fordham University, Bronx, NY.
  • Smith, C. L. (1995) Secondary principals: A study of relationships, leadership styles, and student achievement.Unpublished doctoral dissertation, Wayne State University, Detroit, MI.
  • Smith, W. F., & Andrews, R. L. (1989) Instructional leadership: How principals make a difference. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Soltis, G. J. (1987) The relationship of a principal's leadership style in decision patterns to teacher perception of building leadership and to student learning. Unpublished doctoral dissertation, Temple University, Philadelphia, PA.
  • Spirito, J. P. (1990) The instructional leadership behaviors of principals in middle schools in California and the impact of their implementation on academic achievement (effective schools). Unpublished doctoral dissertation, University of La Verne, Bakersfield, CA.
  • Standley, N. L. (1985) Administrative style and student achievement: A correlational study. Unpublished doctoral dissertation, Washington State University, Pullman, WA.
  • Thomas, M. D. (1997) The relationship of teachers' perceptions of instructional leadership behaviors of principals in Virginia to student achievement levels. Unpublished doctoral dissertation, Wilmington College, Delaware.
  • Traufler, V. J. (1992) The relationship between student achievement and individual correlates of effective schools in selected schools of South Carolina. University of South Carolina.
  • Van Zanten, R. C. (1988) Leadership style of principals in effective urban elementary schools. Unpublished doctoral dissertation, Seton Hall University, South Orange, NJ.
  • Vernotica, G. J. (1988) Principal goal clarity and interaction behaviors on teacher and student outcomes in the elementary public schools of Newark, New Jersey. Unpublished doctoral dissertation, Seton Hall University, South Orange, NJ.
  • Verona, G. S. (2001, May) The influence of principal transformational leadership style on high school proficiency test results in New Jersey comprehensive and vocational-technical high schools. Unpublished doctoral dissertation, Rutgers University, New Brunswick, NJ.
  • Walton, L. E. (1990) The relationship of teachers' perceptions of school climate and principal competencies with the third-grade Georgia Criterion Referenced Test scores in rural Georgia elementary schools (rural schools). Unpublished doctoral dissertation, Georgia State University.
  • Wolfson, E. (1980) An investigation of the relationship between elementary principals' leadership styles and reading achievement of third and sixth grade students. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.
  • Young, L. S. (2001, December) Measuring the effects of principal leadership adaptability on elementary school performance indicators: A quasi-experimental design. Unpublished doctoral dissertation, Texas A & M University – Commerce.

סוגיות ונושאים נוספים אשר עשויים לעניין אותך

תכנים נוספים שעשויים לעניין אותך

דברי הפתיחה של גלית שטאובר, מנכ"לית משרד החינוך, במהפכות של יום יום, הכנס הארצי השלישי למנהלי בתי ספר

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משאל רחוב במהפכות של יום יום, הכנס הארצי השלישי למנהלי בתי ספר

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תפיסת תפקיד המנהל כמנהיג פדגוגי גורסת, שמושאי השינוי המרכזיים של המנהיג הפדגוגי צריכים להיות ההוראה והלמידה המתרחשות בכיתות. הצגנו מקרה בוחן של תהליך המשוב בכיתה, שכן מן המחקר עלה שהמשוב הוא אחד הגורמים המשפיעים ביותר על הלמידה. בחנו יחד כיצד יכול מנהל לקדם פרקטיקת הוראה זו ואחרות בבית הספר, ובאילו כלים. תיעוד המושב במהפכות של יום יום, הכנס הארצי השלישי למנהלי בתי ספר

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הדרך לחולל שינוי משמעותי אינה כרוכה במאמץ משמעותי. לרוב די במאמץ קטן, שמקורו בתשומת לב ובגישה שונה, כדי להוביל לשרשרת תגובות שיחוללו מהפכה של ממש וייצרו מציאות חדשה, טובה יותר. במושב זה הוצגו דרכים ודוגמאות לתכנון וליצירה של שיח אנושי ההולם את המרקם האנושי המאפיין את סביבת העבודה בבתי ספר. בחנו אמצעים לניהול שיחות קשות בדרך מקצועית וממוקדת, לצד דרכים לנִטרול התנגדויות וקונפליקטים במציאות מורכבת, רבת-ממדים ועתירת שותפים. תיעוד המושב במהפכות של יום יום, הכנס הארצי השלישי למנהלי בתי ספר

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