Abstract
The Change Facilitator Style of all 27 elementary school principals and student test scores in one urban school district were examined. Analysis of covariance was employed to identify relationships between principal Change Facilitator Style and fifth grade student scores on the Connecticut Mastery Tests in writing, editing & revising, reading comprehension, and a total score and two sub scores for mathematics (computational and conceptual). Students in Initiator and Manager CF Style schools had significantly higher test scores in comparison with students in schools with Responder CF Style principals. Students in schools with Manager CF Style principals had higher computational and conceptual mathematics sub scores when compared with students in schools with Responder CF Style principals.
Recommended Citation
Hall, Gene E.; Negroni, Italia A.; and George, Archie A.
(2013)
"Examining Relationships between Urban Principal Change Facilitator Style and Student Learning,"
International Journal of Leadership and Change: Vol. 1:
Iss.
1, Article 8.
Available at:
https://digitalcommons.wku.edu/ijlc/vol1/iss1/8