How to Get an Effective School: The Roles of Principal Leadership, Professional Teacher Behavior, and Student Learning Practices

Abstract

The purpose of this study was to examine various factors of the principal's role in the development of teacher professional behavior in relation to student learning practices that predict on achieving an effective school. A stratified random sampling procedure was used to obtain 165 respondents from junior and senior high school teachers from a population of 9215 teachers. Using multiple regression and Exploratory Factorial Analysis to analyze the data with the help of SPSS. The results showed that the leadership role of the principal, the professional behavior of the teacher and student learning practices predicted effective school. There was a pattern showing that the role of the principal at the high school level was more effective than that of the junior high school. Further findings show that there are a number of significant latent structures for effective school in three dimensions and 12 sub-dimensions of the development of effective school modes. The school effectiveness model through this research provides useful information and is applied to policies to improve the quality of education.