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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 business as usual approaches.
Research Design: We used a multi-group, multilevel structural equation
model to test the strength of the direct and indirect relations among principals, teachers, and students at intervention versus comparison schools. This randomized controlled trial was conducted in 24 socioeconomically diverse, suburban elementary schools.
Findings: In the intervention group only, results showed (a) direct effects between
teachers' perception of their principal’s leadership and teaching quality; (b) direct effects
between teaching quality and student mathematics achievement; and (c) indirect effects
between teachers' perception of their principal's leadership and mathematics achievement.
These relations were not present in the comparison schools.
Conclusions and Implications for Research and Practice: The Responsive
Classroom approach creates conditions in which principal leadership appears to have influence on teaching quality, and in turn, mathematics achievement. One plausible explanation is that the Responsive Classroom approach enhances interconnectedness among principals, teachers, and students.