Principal-teacher high-quality exchange indicators and student achievement: testing a model
| DOI | https://doi.org/10.1108/JEA-05-2012-0056 |
| Date | 29 April 2014 |
| Published date | 29 April 2014 |
| Pages | 404-420 |
| Author | Hassan Reza Zeinabadi |
| Subject Matter | Education,Administration & policy in education,School administration/policy |
Principal-teacher high-quality
exchange indicators and student
achievement: testing a model
Hassan Reza Zeinabadi
Educational Administration, Kharazmi University, Tehran, Iran
Abstract
Purpose – Research findings claim that indicato rs, representing high-quality exchanges between
leaders and followers, are important predictors of o rganizational effectiveness. There is scarce
evidence related to the role of these indicators in student achievement. The purpose of this paper is to
test a hypothesized model including three important high-quality exchange indicators.
Design/methodology/approach – Totally, 449 teachers from 166 elementary schools in Tehran
provided data on trust in principal and procedural justice and 166 principals provided data on
organizational citizenship behavior of teachers. Student achievement was calculated by averaging
grade five students’ scores on district examinations in science and math. Data were collected in each
school during regularly scheduled meetings and were analyz ed using correlation analysis and
structural equation modeling.
Findings – The hypothesized model has an adequate fit to observed data, supporting the argument
that principal-teacher high-quality exchanges provide positive outcomes in the form of student
achievement.
Originality/value – Since most studies on high-quality exchange indicators are limited to
non-educational settings, this study extends this line of inquiry in public schools. It also contributes
to school effectiveness literature by providing empirical evidence concerning the link between trust in
principal, procedural justice, organizational citizenship behavior, and student achievement.
Keywords Principals, Teachers, Student achievement, High-quality exchange indicators
Paper type Research paper
Introduction
In Iran, as in many other developing countries, educ ation usually has been considered
the foundation and support of economic growth and development. School educa tionin
Iran is divided into the pre-school, primary, middle, secondary, and pre-university
levels. Primary education is compu lsory under the Iranian constitution. As a general
rule, all schools are single-sex and primary, middle, secondary and higher education
is free, although private schools and universities do exist and are permit ted to charge
tuition fees.
Since the revolution of 1979, the educational system of the country has undergone
qualitative and quantitative changes. The Iranian government and educational
scholars believe that, in order to survive in the competitive world economy, quality
education is the key variable. Grounded in this belief, educational reforms have taken
place directed toward improving the quality of education. These reforms demand
greater performance and commitment from teachers and prin cipals.
At the present time, public sc hools in Iran face extreme pressure from a wide range
of stakeholders for more accountability, effectiveness, and improved student outcomes.
Faculty members in public schools, especially principals, are under scr utiny to raise
test scores, reduce dropout rates, engage in professional development, and to a large
degree, assume responsibility for each studen t’s academic performance, citizenship,
general safety, and welfare. Based on current national trends, they must embrace the
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0957-8234.htm
Received 11 May 2012
Revised 2 September 2012
23 November 2012
4 February 2013
28 March 2013
Accepted 27 May 2013
Journal of Educational
Administration
Vol. 52 No. 3, 2014
pp. 404-420
rEmeraldGroup PublishingLimited
0957-8234
DOI 10.1108/JEA-05-2012-0056
404
JEA
52,3
accountability movement. This means that principals must become more aware of the
influencing factors of school effectiveness and student achievement.
Extensive research undertaken in different countries across the world demonstrates
the importance of the influencing factors of school effectiveness and student
performance. Despite the accumulated evidence of the role of such factors, researc h
into the effects of principal-teacher high-quality exchange indicators is very scarce.
Some studies in this area have focussed on the impact of the quality of interpersonal
relationship and social conditions within schools (e.g. Barnett and McCor mick, 2004;
Barth, 2006; Bryk et al., 1999; Edgerson et al., 2006; Hoy et al., 1998; Louis, 2006;
Moye et al., 2004; Smith and Andrews, 1989; Tschannen-Moran, 2001; Walsh, 2005).
Research into the role of high-quality exchange indicators is needed to validate and
confirm the role of these very important factors of school effectiveness.
Most if not all evidence from research on school effectiveness and factors affecting
student performance has been confined to the wester n world. Studies related to the
developing world, including Iran, are scant. It is therefore appropriate to confirm
the effects of principal-teacher high-quality exchange indicators in the Iranian and
Asian educational contexts.
This study contributes to the school effectiveness literature by testing a model
(Figure 1) that shows the direct and indirect effects of procedural justice, trust in
principal, and organizational citizenship behaviors on student achievement as a main
high-quality exchange outcome. According to the results of previous studies (e.g.
Deluga, 1994; Konovsky and Pugh, 1994; Ngodo, 2008; Pillai et al., 1999), procedural
justice is a significant predictor of trust in a leader and organizational citizenship
behaviors. Other results (e.g. Deluga, 1994; Konovsky and Pugh, 1994; Moorman et al.,
1993; Pillai et al., 1999; Zeinabadi and Salehi, 2011) indicate that trust in leaders
plays a significant mediating role between procedu ral justice and organizational
citizenship behaviors. Additionally, other studies (e.g. Ngodo, 2008; Pillai et al., 1999;
Zeinabadi and Rastegarpour, 2010; Zeinabadi and Salehi, 2011) reveal that trust in
principals has a significant direct effect on organizational citizenship behaviors.
As this model shows, among influencing indicators, only organizational citizenship
behaviors has a direct impact on student achievement. Educational rese archers
(e.g. DiPaola and Hoy, 2005; Koh et al., 1995) have provided relevant empirical support
Procedural
justice
Trust in
principal
Organizational
citizenship
behaviors
Student
achievement
Principal-teacher high-quality
exchange indicators
High-quality exchange
outcome
Figure 1.
Structural model
hypothesizing the
relationship between
organizational citizenship
behaviors, procedural
justice, trust in principal,
and student achievement
405
High-quality
exchange
indicators
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