As leaders in the school, principals play an important role in fostering family engagement. Unfortunately, little is known about specific aspects of leadership that promote family engagement. Collegial leadership, an aspect of principal leadership that promotes organizational health via trusting relationships and a sense of community, may be particularly useful to understanding how principals influence family engagement. Drawing on data from two randomized controlled trials evaluating the effects of teacher training in universal classroom management practices, the current study explores the relationship between teacher reports of family engagement and principal collegial leadership. Participants included 3208 students and 207 teachers across 18 elementary and middle schools in the Midwest United States. Utilizing hierarchical linear modeling, results revealed a significant positive relationship between family engagement and overall collegial leadership in addition to specific collegial leadership practices/characteristics. Further, baseline collegial leadership predicted increased end-of-year family engagement when controlling for baseline family engagement, developmental context, intervention status, and student-level characteristics. Overall, results provide empirical evidence for an important link between principal leadership practices and family engagement. Albeit promising, more research is needed to identify and explain the particular mechanisms by which principal collegial leadership may promote family engagement.

作为学校的领导者，校长在促进家庭参与方面发挥着重要作用。不幸的是，人们对促进家庭参与的领导力的具体方面知之甚少。大学领导是校长领导的一个方面，它通过信任关系和社区意识促进组织健康，可能对理解校长如何影响家庭参与特别有用。根据评估教师培训在普遍课堂管理实践中的效果的两项随机对照试验的数据，本研究探讨了教师对家庭参与的报告与校长大学领导力之间的关系。参与者包括美国中西部 18 所中小学的 3208 名学生和 207 名教师。利用分层线性建模，结果显示，除了特定的大学领导实践/特征之外，家庭参与和整体大学领导之间存在显着的正相关关系。此外，在控制基线家庭参与、发展背景、干预状态和学生水平特征时，基线大学领导预测年终家庭参与会增加。总体而言，结果为主要领导实践与家庭参与之间的重要联系提供了经验证据。尽管很有希望，但还需要更多的研究来确定和解释校长合议领导可能促进家庭参与的特定机制。