Date of Award
4-24-2019
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Ibrahim Duyar
Abstract
The ESSA of 2015 empowered state and local decision-makers to develop accountability systems that focus on both cognitive and non-cognitive indicators of success. The purpose of the current study was to examine whether any relationships existed among instructional and distributed leadership practices, teachers’ instructional practices, the classroom environment, teacher-student relationships, students’ academic mindsets, and students’ academic achievement in mathematics at the secondary level. Data was drawn from the 2012 PISA. Participating school principals and students completed questionnaires that assessed components of the school system and students’ beliefs with regard to the mathematics classroom. Through HLM, the null model revealed 26% of the variance in achievement occurred between school groups and 74% occurred within school groups. The full model revealed a significant negative influence on math achievement from leadership practices that guide teachers’ development, instructional practices, and sense of belonging, and a significant positive influence from distributed leadership, the classroom environment, growth mindset, and self-efficacy. Teachers’ instructional practices, the classroom environment, and teacher-student relationships all significantly influenced students’ academic mindsets. There was non-significant partial mediation from self-efficacy on the relationship between instructional leadership practices and academic achievement. Growth mindset and self-efficacy significantly mediated the relationship between teacher-student relationships and academic achievement. The results from the current study indicate school leaders and teachers should focus their efforts on developing classroom practices and procedures that encourage an orderly classroom environment and foster students’ self-efficacy.
Recommended Citation
Fee, Laura Francis, "Examining Mediating Effects of Students’ Academic Mindsets on Relationships Between Leadership Practices, Teachers’ Classroom Practices, and Students’ Academic Achievement" (2019). Theses and Dissertations. 871.
https://research.ualr.edu/etd/871
