Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).

中文翻译：

---

从校长到教师再到学生：探索预测学生成绩的综合模型

目的：本研究探索了一个理论模型，该模型提出了校长特征——校长信息处理机制 (PIPM) 和教学领导力 (IL)——以及组织学习机制 (OLM)，对具有教师特征的学校 OLM 的直接和间接影响——教师的情感承诺（TAC）、教师集体效能（CTE）和教师的工作满意度（TJS）——最后，教师特征与学生在国家数学和科学考试中的成绩。设计：数据来自对代表以色列整个社会经济范围的 130 名小学校长、来自这些学校的 1,700 名教师的随机样本的多源调查，以及从教育部数据集检索到的关于这些学校的数据。在学校层面汇总数据以进行结构方程模型 (SEM) 分析。结果：SEM 的分析证实，IL 是 PIPM 和 OLM 之间的重要中介。OLM 成为 IL 和三位教师特征之间的重要中介。TAC 和 CTE 与学生的数学和科学成就显着直接相关。最后，OLM 仅通过 CTE 来提升学生的数学和科学成就。启示：发现的校长特征（PIPM 和 IL）与学校 OLM 的关系凸显了校长在通过利用 OLM 促进学校集体学习方面的潜在重要作用，OLM 可以预测关键教师特征（TAC、CTE、TJS），反过来可以预测学校的有效性措施（即学生的成就）。