AIM HIGHER: STUDENT LEADERSHIP AS A COMPONENT OF BEHAVIOUR FOR LEARNING (original) (raw)

The Influence of Leadership Behavior to the Teachers Performance

Kidapawan City Division" sought to describe the socio-demographic characteristics of the school heads and teachers; determine the school climate which is believed to influence the leadership behavior of school heads and performance of public and private high school teachers; determine the leadership behavior of the school heads in public and private high schools; determine the performance of the teachers in public and private high schools; find out whether the school heads" sociodemographic characteristics significantly influence the school climate, leadership behavior and performance of the teachers; determine whether the school climate significantly influence school heads leadership behavior, performance of teachers, determine whether the school heads" behavior significantly influence

Achievement for All national evaluation: final report

2011

We gratefully acknowledge the support and contribution of each Achievement for All and comparison school, the Local Authority leads, and National Strategies regional advisors in providing the data described throughout this report. Without the efforts of the large number of teachers, parents, pupils and allied professionals involved in this study, we would not have had the wealth of data that was collected.

Humphrey, N., Squires, G., Barlow, A., Wigelsworth, M., Lendrum, A. Kalambouka, A., Bulman, W., Hebron, J., Oldfield, J., & Wo, L. (2011). Achievement for All national evaluation: Final report. Research Report RR176. London: Department for Education

The Achievement for All (AfA) pilot involved ten local authorities (LAs) selected by the Department for Children Families and Schools (now the DfE). Each LA selected schools to participate and in total there were 454 schools. The main aim of the national evaluation project was to examine the impact of AfA on a variety of outcomes for children and young people with special educational needs and disabilities (SEND). It also aimed to find out what processes and practices in schools were most effective in improving these outcomes. Research design incorporated quantitative and qualitative components. The quantitative component of the evaluation consisted of teacher surveys, parent surveys, attendance and attainment data and school level surveys/data. The qualitative component included interviews with local and regional AfA lead professionals, longitudinal case studies of 20 AfA school, and ad hoc data.