Predicting the gap: perceptual congruence between American principals and their teachers’ ratings of leadership effectiveness

Goff, Peter; Goldring, Ellen; Bickman, Leonard

doi:10.1007/s11092-014-9202-5

Cited by 24 publications

(22 citation statements)

References 52 publications

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“…Research suggests that experience is positively correlated with perceptual evaluations of leadership, and the effect is more pronounced for self-ratings than for subordinate ratings (Brutus et al, 1999). These are areas in need of further research in school contexts to better understand how differences between raters and school context might influence ratings (Goff and Goldring, 2014) and how the ratings should then be interpreted and used.…”

Section: Jea 532mentioning

confidence: 99%

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Goldring

Cravens

Porter

et al. 2015

Journal of Educational Administration

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Purpose -The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories. To test the convergent validity the authors implement the Hallinger and Murphy (1985) Instructional Management Behavior of Principals (IMBP) inventory, (Hallinger and Murphy, 1985;Hallinger, 2011). The authors use an instrument for emotional intelligence, Trait Emotional Intelligence Questionnaire (TEIQue) as the divergent measure (Petrides et al., 2007). Results indicate that principals and teachers have different perceptions of leadership concepts.Design/methodology/approach -The sample of schools in this study included 63 schools, 47 elementary, seven middle, and nine high schools from eight districts in six states in the US correlational analyses and regression are implemented. Findings -The three sets of correlations from teacher responses about their principals among the three measures of the VAL-ED, TEIQue, and PIMRS (0.715, 0.686, and 0.642) are similar in size and all quite high. The picture is different for principals' self-ratings, however. The VAL-ED is more strongly correlated (0.492) with PIMRS than with TEIQue (0.119), providing some evidence for convergent validity between learning-centered leadership and instructional management, and divergent validity when compared with emotional intelligence traits. The correlation between teachers and principals on the VAL-ED is only 0.17. Research limitations/implications -An interesting finding of this study is that principals can discriminate between instructional leadership measures and emotional traits when self rating, while teachers rate their principals similarly, and do not seem to discriminate between instructional leadership practices, as measured by the VAL-ED or PRIMS, and general traits associated with leadership effectiveness, as measured by the TEIQue. This paper discusses the theoretical and practical implications of these findings for both understanding the limitations of rating scales measuring instructional leadership, and their uses for evaluation purposes. Furthermore, teachers seem to perceive and understand these leadership traits differently than principals suggesting the need for training in how to use and interpret the results. Originality/value -Educator accountability has placed principal evaluation and assessment at the forefront of reform debates. There is limited research on 360 degree evaluation systems. Rating scales of principals' instructional leadership, are being used for assessing principals' strengths and weaknesses in making decision...

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Section: Jea 532mentioning

confidence: 99%

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Goldring

Cravens

Porter

et al. 2015

Journal of Educational Administration

Self Cite

View full text Add to dashboard Cite

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“…Educational studies on this topic have recently been conducted by a small group of scholars including Devos, Hulpia, Tuytens, and Sinnaeve (2013), Goff, Goldring, and Bickman (2014), Ham and Cha (2012), and Park and Ham (2014). 2.…”

Section: Notesmentioning

confidence: 99%

Whose perception of principal instructional leadership? Principal-teacher perceptual (dis)agreement and its influence on teacher collaboration

Park

Ham

2014

Asia Pacific Journal of Education

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“…It caught our attention that in the two biggest clusters (Cluster 3 and Cluster 5) principals and teachers reported differently about distributed leadership practice, creating a potential gap in how leadership is perceived within schools. This issue has been already investigated in the literature showing gaps in perceptions between teachers and principals not only when leadership is studied (Goff et al, 2014;Urick & Bowers, 2017) but also for other phenomena (Brezicha Taken together, we can say that the distribution of schools that belong to a specific cluster at the country level does not reflect easily identifiable geographical, linguistic, or cultural similarities, which is contrary to our initial expectations given the theoretical background (Hallinger, 2018;Printy & Liu, 20210;Walker & Dimmock, 2002). However, we do find that some countries have more homogeneous leadership practices -ESP, FRA, and PRT constitute one such cluster of countries, as already mentioned.…”

Section: Discussionmentioning

confidence: 97%

Exploring school leadership profiles across the world: a cluster analysis approach to TALIS 2018

Veletić

Olsen

2021

International Journal of Leadership in Education

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The purpose of this study is to examine leadership for learning practices across the world by establishing profiles of leadership at school and country levels. Consequently, the study brings to our attention the (ir)relevance of school and system features for leadership for learning. The paper contributes to the field through the use of an extensive exploratory approach across a varied set of school leadership measures collected from both teachers and principals and contextualized in 42 different educational systems participating in the Teaching and Learning International Survey (TALIS) 2018. Consequently, this work has the potential to generate hypotheses regarding the understanding of the complex nature of school leadership worldwide. Surprisingly, the findings reveal that clusters at the country level primarily do not reflect countries with geographical, linguistic, or political proximity. Such clusters were expected, given the evidence found in the literature that shows leadership to largely be determined by contextual, societal, and cultural values. Nevertheless, the analysis identifies five profiles of leadership across schools, the majority of which can be found in most countries participating in TALIS.

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Predicting the gap: perceptual congruence between American principals and their teachers’ ratings of leadership effectiveness

Cited by 24 publications

References 52 publications

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Whose perception of principal instructional leadership? Principal-teacher perceptual (dis)agreement and its influence on teacher collaboration

Exploring school leadership profiles across the world: a cluster analysis approach to TALIS 2018

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