The relationships among the level of instructional leadership of elementary principals, their knowledge of Michigan's reconceptualization of reading and student performance on the MEAP reading test.

Abstract

Research suggests that the instructional leadership behavior of principals is related to both educational change and student achievement. The reconceptualization of reading within Michigan in the form of a new definition of reading, statewide objectives, and assessment instrument provided an opportunity to examine the relations between the instructional leadership of elementary principals as they sought to implement this reconceptualization and changes in student achievement. This research was designed to investigate three related questions: (1) Is the principal's level of instructional leadership related to their level of knowledge of Michigan's reconceptualization of reading; (2) Is the principal's level of instructional leadership related to student performance on the new MEAP reading test; and (3) Is the principal's level of knowledge concerning Michigan's reconceptualization of reading related to student performance on the new MEAP reading test. A mail survey was sent to a random sample of 300 principals across six strata representing region and community types; response rate was 69%. The 204 subjects, 53% males and 46% females, had varying educational backgrounds up to the doctorate level, varying levels of experience as classroom teachers and principals and represented districts with enrollments from less than 1000 to more than 5000. The first of three measures used in this research was a researcher developed measure of knowledge about Michigan's reconceptualization administered as part of the mail survey. Second, the Instructional Leadership Inventory was administered as part of the mail survey. Third, change in student performance was obtained from the results of the 1989 and 1990 administrations of the MEAP Essential Skills Reading Test. Analyses performed to determine the relationships among the three variables included Pearson Correlation, crossbreak tables, ANOVA procedures and multiple regression analysis. The lack of significant relations found in this research may be due to difficulties with the measure of knowledge about Michigan's reconceptualization, suggesting the need for additional research. It may also be that change will take longer and should be investigated over a longer period of time. An alternative conclusion is that the literature is incorrect. Further studies using observational as opposed to survey techniques are suggested to test this conclusion.