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A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement

Author

Listed:
  • Roxanne M. Mitchell

    (The Department of Educational Leadership, Policy and Technology Studies, The University of Alabama, P. O. Box 870302, Tuscaloosa, AL 35487, USA
    These authors contributed equally to this work.)

  • C. John Tarter

    (The Department of Educational Leadership, Policy and Technology Studies, The University of Alabama, P. O. Box 870302, Tuscaloosa, AL 35487, USA
    These authors contributed equally to this work.)

Abstract

This study tested the effects of the principal’s professional orientation towards leadership/enabling school structure (ESS) on two mediating variables, school academic optimism (SAO) and professional teacher behavior (PTB), on the outcome variable school reading achievement (RA). Data were drawn from a sample of 54 schools (including 45 elementary schools and nine middle schools); the school was the unit of analysis. Data analysis supported a path to RA in which a structural variable, ESS was the immediate antecedent of SAO and PTB. Two control variables, school level and SES, were included in the model. SES had a significant effect on SAO but not on PTB. School level had a negative effect on both PTB and SAO suggesting that both variables were higher in elementary school and declined in middle school. SES paired with SAO in predicting RA. As expected, SAO had a greater effect on RA than SES. The significance of the findings lies in the confirmation of SAO as an important influence on RA and in demonstrating the importance of ESS in establishing a context in which AO and PTB can flourish.

Suggested Citation

  • Roxanne M. Mitchell & C. John Tarter, 2016. "A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement," Societies, MDPI, vol. 6(1), pages 1-11, February.
    • Handle: RePEc:gam:jsoctx:v:6:y:2016:i:1:p:5-:d:63499
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    Cited by:

    1. Zhu, Haixue & Li, Ling & Li, Hui, 2020. "How school leadership influences Chinese students’ reading literacy: A test of the rational, emotions, and organizational paths in rural schools," Children and Youth Services Review, Elsevier, vol. 119(C).

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