The Effects of School Leadership and Collaborative Teachers on Rigorous Instruction
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Authors
Patel, Roshaniben Bharatbhai
Date
2022-09
Type
other
Language
en
Keyword
School leadership , Rigorous instruction , Collaborative teachers , Strong family community ties , Trust
Alternative Title
Abstract
School leadership and collaborative teachers’ effects on rigorous instruction are concepts that aid in enhancing performance and positive development of students’ academic achievement. However, these concepts have not been explored extensively, which calls for the need to evaluate the correlation between these concepts and how their relationship affects the performance of learners. In this study, I aim to explore whether the correlation between school administration, trust, and collaboration among educators positively affect rigorous instruction. This study analyzes publicly available aggregated school level data from a New York City survey. The data set contains 1829 schools that represent 74, 407 teachers and 422, 515 students. Multiple regression was used to predict new values for the dependent variable, rigorous instruction, and also find out whether the amount of variance in the independent variables collaborative teachers and effective school leadership can be explained by the differences in the dependent variable’s values. Independent sample t-tests were used to compare the response rates of instructors and pupils. Pearson correlation coefficient analysis was used to examine the relationship between family–community bonds and trustworthiness. The collaborative teacher’s variable significantly correlates with the teacher’s rigorous instruction variable. However, there is no conclusive correlation between effective school leadership and rigorous instruction. There is a discernible gap between the response variables of teachers and students. However, there is a reasonably strong connection among the variable of the strong family–community ties and the variable of trust. According to the results, there is a favourable relationship between the study’s independent and dependent variables, indicating that, to a large extent, the performance of learners is brought about by various factors explored in the research.