Exploring the Link between Students’ Sense of School Belonging and Shared Leadership in U.S. High Schools
Principal Investigator(s): View help for Principal Investigator(s) Sung Tae Jang, The University of Hong Kong; Moosung Lee, Yonsei University
Version: View help for Version V1
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Project Citation:
Jang, Sung Tae, and Lee, Moosung. Exploring the Link between Students’ Sense of School Belonging and Shared Leadership in U.S. High Schools . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-11-11. https://doi.org/10.3886/E210721V1
Project Description
Summary:
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This study investigated whether and to what extent shared leadership in school was associated with a positive and equitable sense of school belonging among students from diverse backgrounds in the United States. We denoted shared leadership as collective practices that take place in school in which principals enact inclusive practices in the decision-making process and teachers collaborate with their colleagues to support all students’ learning. We used linear mixed-effects modeling to analyze a nationally representative sample from the base-year data of the High School Longitudinal Study of 2009 (HSLS:09) provided by the National Center for Education Statistics (NCES). Our exploratory analyses revealed that shared leadership practices in school were positively associated with all students’ school belonging. We also found that shared leadership practices in school contributed to American Indian/Alaska Native students’ positive sense of school belonging through a cross-level interaction effect.
Scope of Project
Subject Terms:
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sense of beloning;
shared leadership;
American Indian
Geographic Coverage:
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United States
Methodology
Data Source:
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The base-year data of the High School Longitudinal Study of 2009 (HSLS:09) provided by the National Center for Education Statistics (NCES)
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