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Direct linkRoss, John A.; Gray, Peter – Canadian Journal of Education, 2006
Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary…
Descriptors: Instructional Leadership, Transformational Leadership, Teacher Effectiveness, Path Analysis
