Date of Award

2013

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The primary purpose of this quantitative study was to determine whether collaborative leadership and teacher collaboration predict student achievement. Specifically, the study sought to discover if there is a significant relationship between collaborative leadership and student achievement and if there is a significant relationship between teacher collaboration and student achievement. Descriptive statistics and linear regression were used to interpret and analyze the data for the study. There were 342 respondents who participated in the study. Respondents included 245 elementary and 97 middle school participants. Respondents were invited to complete the cultural survey developed at the Middle Level Leadership Center, University of Missouri (Gruenert & Valentine, 1998). The survey provided information pertaining to shared values/beliefs in the school. Growth model data were collected from each participating school in the areas of English/language arts and math. An average growth model average for two years (2010 and 2011 school years) was used for both English/language arts and math. Data were analyzed through linear regression. Based on the significant findings of the data analysis of the research, the following conclusions were made. There was an extremely small relationship between collaborative leadership and English/language arts. Based on the results, collaborative leadership cannot serve as a predictor of students' English/language arts achievement. There was an extremely small relationship between collaborative leadership and math growth model average scores which means that based on the results of this study, collaborative leadership cannot serve as a predictor of students' math achievement. It was determined there was a small relationship between teacher collaboration and English/language arts scores. This linear regression revealed that the predictor (teacher collaboration) may have the ability to predict English/language arts growth model scores. There was an extremely small relationship between teacher collaboration and math growth model average scores. Based on this study this linear regression revealed that the predictor (teacher collaboration) does not have the ability to predict math growth model scores.

Download

Share

COinS