INFLUENCE OF SCHOOL LEADERSHIP PRACTICES ON CLASSROOM MANAGEMENT, SCHOOL ENVIRONMENT AND ACADEMIC PERFORMANCE
Abstract
- This study investigated the influence of school leadership practices on classroom management, school environment and academic performance at Basic Education High Schools in Nyaung Oo Township. All principals and teachers from these schools were chosen as participants for this study. This study was conducted by using quantitative research method. As research instrument, the “School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ)” developed by Morgan (2015) was used to gather the required data. There are five dimensions in this questionnaire: perceptions of principals on school leadership practices, perceptions of teachers on school leadership practices, classroom management, school environment and academic performance. The distributed leadership (Spillane, 2005), the social activity (Bolden, 2011) and the social system (Bandura, 1977; Parsons, 1991, as cited in Morgan, 2015) theories were used as the theoretical framework. According to the research findings, school leadership practices of teachers (?=0.726) are more influence on classroom management than school leadership practices of principals (?=0.027), school leadership practices of principals (?=0.402) are more influence on school environment than school leadership practices of teachers (?=0.388) and school leadership practices of teachers (?=0.518) are more influence on academic performance than school leadership practices of principals (?=0.119).
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Year
- 2020
Author
-
Win Win Thein
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)