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Understanding superintendents' self-...

Whitt, Kenneth Ray.

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Understanding superintendents' self-efficacy influences on instructional leadership and student achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Understanding superintendents' self-efficacy influences on instructional leadership and student achievement./
作者:	Whitt, Kenneth Ray.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0878.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Education, Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3399918
ISBN:	9781109665352

Understanding superintendents' self-efficacy influences on instructional leadership and student achievement.
Whitt, Kenneth Ray.

Understanding superintendents' self-efficacy influences on instructional leadership and student achievement. - 212 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0878.

Thesis (Ph.D.)--Texas A&M University, 2009.

This dissertation explores public school superintendent self-efficacy influences on instructional and student achievement within three Texas public school districts. The purpose of this research study was to investigate superintendent self-efficacy and its perceived influence on instructional leadership in districts with persistent student achievement inequities for economically disadvantaged and students of color.

ISBN: 9781109665352Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

Understanding superintendents' self-efficacy influences on instructional leadership and student achievement.
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500 $a Adviser: Linda Skria.
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520 $a This dissertation explores public school superintendent self-efficacy influences on instructional and student achievement within three Texas public school districts. The purpose of this research study was to investigate superintendent self-efficacy and its perceived influence on instructional leadership in districts with persistent student achievement inequities for economically disadvantaged and students of color.
520 $a This study specifically focused on three White male public school superintendents with varying numbers of student populations that have large percentages of economically disadvantaged students and students of color. Two research questions guided the inquiry process: (1) How do superintendents in school districts in which children of color and children from low-income homes persistently under-perform perceive their effectiveness in the area of instructional leadership? (2) What are superintendents' perceptions about how their instructional leadership beliefs are influenced by the context of federal and state accountability in which they work?
520 $a This study employed a qualitative method of investigation utilizing a case-study approach to examine the perceptions, beliefs, and views of participating superintendents. Two in-depth interviews with each school superintendent served as primary data collection sources, while field notes, personal observations, email, and phone conversations served as secondary and clarifying sources. Data were interpreted using a critical interpretivist lens.
520 $a This inquiry contributes to the body of superintendent practice and limited research scholarship by assisting in the understanding of perceived superintendent self-efficacy influences on instructional leadership and student achievement. These understandings have additional implications for the intersection of power, privilege, and emancipatory critical constructs for superintendents with populations of economically disadvantaged students and students of color. Findings from this study serve to highlight needed calls to action and reforms in superintendent preparatory programs, research scholarship, professional organizations, and regional educational service centers.
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