teaching basic reading skills in 2008 2. Prior specific pedagogical 3.549 practices in 1.000 (1.045) teaching basic reading skills in 2007 3. Exposure to formal leaders’ 65.026 specific 0.153 1.000 pedagogical practices in teaching basic reading skills 4. Exposure to informal leaders’ 101.92 specific 0.086 1.000 pedagogical practices in teaching basic reading skills 5. Exposure to reading-related 1.347 0.015 0.012 1.000 professional (0.926) development in 2008 2.526 6. Perceived value 0.162* 0.129 0.002 -0.016 1.000 (0.92) of NCLB in 2007 4.259 7. Highest grade -0.123 -0.081 -0.147 -0.027 1.000 (2.273) taught in 2008 Notes: Standard deviations are included in the parenthesis. *p-value p-value ≤0.05, ** ≤0.01, ***p-value ≤0.001 Table 7. Estimated Formal and Informal on Specific Pedagogical Leaders’ Influence Teachers’ Practices in Teaching Basic Reading Skills in 2008 Model-I Model-II Model-III
teaching basic reading skills in 2008 2. Prior specific pedagogical practices in teaching basic reading skills in 2007 3.549 (1.045) 1.000 3. Exposure to formal leaders’ specific pedagogical practices in teaching basic reading skills 65.026 0.153 1.000 4. Exposure to informal leaders’ specific pedagogical practices in teaching basic reading skills 101.92 0.086 1.000 5. Exposure to reading-related professional development in 2008 1.347 (0.926) 0.015 0.012 1.000 6. Perceived value of NCLB in 2007 2.526 (0.92) 0.162* 0.129 0.002 -0.016 1.000 7. Highest grade taught in 2008 4.259 (2.273) -0.123 -0.081 -0.147 -0.027 1.000 Notes: Standard deviations are included in the parenthesis. *p-value ≤0.05, ** p-value ≤0.01, ***p-value ≤0.001 Table 7. Estimated Formal and Informal Leaders’ Influence on Teachers’ Specific Pedagogical Practices in Teaching Basic Reading Skills in 2008 Model-I Model-II Model-III