Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement

Smith, Emil L.; Gümüş, Sedat

doi:10.1016/j.ijer.2022.101951

Cited by 5 publications

(3 citation statements)

References 52 publications

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“…The role of the principal is more focused on supervising professional development and evaluating teacher performance. Sirojuddin et al (2022) state that supervision can improve teacher abilities. One of the supervision roles is characterized by the teacher guiding students, according to Herlinawati et al (2021).…”

Section: Principal Supervisors Have No Significant Effect On Student ...mentioning

confidence: 99%

Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes

Kibtiyah,

Masitoh,

Karwanto

2024

JHETP

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This study aims to analyze empirically (1) the influence of the principal’s learning leadership on MAN student learning outcomes in Jombang, (2) the influence of the principal’s supervisor on MAN student learning outcomes in Jombang, (3) the influence of the teaching effectiveness MAN results of student learning in Jombang (4) the impact of the head’s, supervisor’s, and teachers’ learning leadership on the learning outcomes of MAN students in Jombang. This research approach is quantitative, with a population of MAN teachers in Jombang and 310 teachers in Madrasah Aliyah (MAN) as respondents. The results of the study showed that (1) Principal learning leadership had no significant effect on MAN student learning outcomes in Jombang, (2) Principal supervisors had no significant effect on MAN student learning outcomes in Jombang, (3) Teacher performance in learning had a significant effect on student learning outcomes MAN in Jombang (4) Principal learning leadership, principal supervisor and teacher performance in learning simultaneously influence student learning outcomes of MAN in Jombang.

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Section: Principal Supervisors Have No Significant Effect On Student ...mentioning

confidence: 99%

Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes

Kibtiyah,

Masitoh,

Karwanto

2024

JHETP

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“…Various factors contribute to the achievement of this small school, the majority of which are in rural areas. According to a study conducted by Emil and Sedat (2022) and Mazdi et al (2014) found that there are several factors that can influence student achievement, particularly contribute to poor achievement, among them are socioeconomic factors and Vol 12, Issue 3, (2023) E-ISSN: 2226-6348 student background, school location, teacher's teaching style in the classroom and leadership practices of leaders school that affects student performance in school. MOE has implemented various approaches to ensure that student achievement at every level can be improved, especially in small schools.…”

Section: Introductionmentioning

confidence: 99%

Validity and Reliability of The Teacher Competency Instrument (TECOMS) for Small Schools in Malaysia : Rasch Model Analysis

Mohd Razali,

A. Hamid,

Alias

2023

IJARPED

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This study aims to validate and evaluate the reliability of the Teacher Competency Instrument (TECOMS) to identify the level of teacher competence in small schools. A total of 10 expert panels were involved in validating this instrument. For that purpose, a questionnaire was distributed to 75 teachers who teach in small schools as respondents in this study. A version of the winsteps software version 5.2.2.0 was used to check the items' reliability and itemrespondent isolation, the polarity and suitability of the items measuring constructs, and the standardized residual correlations. It also allows the removal or purification of items based on item polarity, item suitability, and determining values based on standardized residual correlation values. The final analysis found that no items were omitted. The final instrument showed a total of 39 appropriate items used to measure teacher competence constructs. The analysis revealed that these items have a good level of validity and reliability and are suitable for use by teachers in small schools.

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“…Relevant research has provided extensive evidence that students from low socioeconomic status (SES) backgrounds experience major disadvantages in terms of benefiting equally from their education in comparison with their peers with higher SES (Sirin, 2005;Van Ewijk and Sleegers, 2010). Despite such an alarming picture, school leadership research has provided little quantitative evidence relating to the role of school leadership in bridging the achievement gaps between students from different SES groups (Smith and G€ um€ us ¸, 2022;Tan, 2018;Urick et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership

Gümüş

Bellibaş

Pietsch

2022

JEA

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PurposeThe research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels.Design/methodology/approachUsing cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels.FindingsInstructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject.Research limitations/implicationsThis study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership.Originality/valueThe authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools.

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Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement

Cited by 5 publications

References 52 publications

Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes

Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes

Validity and Reliability of The Teacher Competency Instrument (TECOMS) for Small Schools in Malaysia : Rasch Model Analysis

School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership

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