Chapter 4: Direct and Indirect Effects of Principal Leadership on Teacher Quality and Mathematics Achievement in the Context of the Responsive Classroom Approach

Purpose: In this study, we examine: (a) the direct effect of principal leadership on teacher student interaction quality, (b) the direct effect of teacher-student interaction quality on student mathematics achievement, and (c) the indirect effect of principal leadership on student mathematics achievement via teacher-student interaction quality. These effects are tested in schools randomized to one of two conditions—one in which teachers have been trained in the Responsive Classroom approach and the other in which teachers are using traditional, “business as usual” approaches.

Research Design: We used a multigroup, multilevel structural equation model to test the strength of the direct and indirect relations among principals, teachers, and students at intervention and comparison schools. This randomized controlled trial was conducted in 24 socioeconomically diverse, suburban elementary schools.

Findings: In the intervention group, results showed (a) direct effects between teachers’ perceptions of their principal’s leadership and teaching quality; (b) direct effects between teaching quality and student mathematics achievement; and (c) indirect effects between teachers’ perceptions of their principal’s leadership and mathematics achievement. These relationships were not present in the control group schools.

Conclusions and Implications for Research and Practice: The Responsive-Classroom approach creates conditions in which principal leadership appears to influence teaching quality, and, in turn, mathematics achievement. One plausible explanation is that the Responsive Classroom approach enhances interconnectedness among principals, teachers, and students.