Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.

中文翻译：

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学校层面机制的作用：校长支持、专业学习社区、集体责任和团队层面的教师期望如何影响学生成绩

目的：本研究的目的是检查校长支持、专业学习社区、集体责任和小组级教师期望如何影响 11 年级学生的数学成绩。研究方法：本研究的数据来自美国教育部国家教育统计中心管理的 2009 年高中纵向研究。本研究使用多层次结构方程模型来检验校长支持、专业学习社区、集体责任和教师期望如何影响学校数学成绩。结果：该研究确定了影响学生的学校层面因素模型：校长支持对专业学习社区和集体责任产生积极影响，反过来，通过小组级别的教师期望影响学生的数学成绩；另一方面，校长支持对小组级教师期望的影响以及专业学习社区和集体责任与学生成绩的直接关联并不是静态显着的。意义：关注学校层面的机制如何影响学生成绩，可以更好地理解通过学校改革举措（例如校长领导力培训、建立专业学习社区或提高小组层面教师期望的干预措施）来维持高中成绩。为了提高学生成绩，