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ERIC Number: EJ1425963
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: EISSN-1744-5043
The Relationship between Principals and Teacher Development: Evidence from the District of Columbia Public Schools
Aliza N. Husain
Leadership and Policy in Schools, v23 n2 p370-391 2024
Principals' influence on teachers is an important route through which principals may affect student outcomes. The advent of teacher evaluation systems allows estimations of principal contributions to teacher effectiveness. Employing data from the District of Columbia Public Schools, this paper examines how principals vary in their contributions to improvements in teacher effectiveness, and the relationship between this measure of principal quality and the measures DCPS employs to assess principals' contribution to teacher development. Results indicate that principals are associated with meaningful changes in teacher development. These estimated contributions are modestly correlated with DCPS's measures of principal quality.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: District of Columbia
IES Funded: Yes
Grant or Contract Numbers: R305B100009