coefficient Prior specific 0.289*** 0.267*** 0.273*** pedagogical practices in 0.365 0.337 0.345 (0.059) (0.056) (0.057) teaching basic reading skills in 2007 Exposure to formal leaders’ specific 0.0008 0.0002 0.071 0.02 ─ ─ pedagogical practices in (0.0007) (0.0007) teaching basic reading skills Exposure to informal leaders’ specific 0.0013** 0.0012** 0.154 0.143 ─ ─ pedagogical practices in (0.0005) (0.0005) teaching basic reading skills Exposure to 0.155** 0.15** 0.155** 0.168 0.162 0.168 professional (0.057) (0.055) (0.055) development in 2008 0.158** 0.184** 0.184** Perceived value of 0.149 0.174 0.174 (0.057) (0.055) (0.056) NCLB in 2007 -0.133*** -0.137*** -0.134*** Highest grade taught in -0.441 -0.455 -0.445 (0.028) (0.026) (0.027) 2008 N=147 Note: Model-I includes the effect of formal influence, while model-II includes the effect of leaders’ informal influence. Model-III contains partial effects of formal and informal leaders, leaders’ after controlling for covariates. Moreover, the following list of variables were included in initial models but then excluded from the final models because of their non-significance and the purpose to save degrees of freedom: Years of teaching, Years of working at the current school, Held full certification, and Perception of the legitimacy of NCLB principles. *p-value p-value ≤0.05, ** ≤0.01, ***p-value ≤0.001 Endnotes
coefficient Prior specific pedagogical practices in teaching basic reading skills in 2007 0.289*** (0.059) 0.365 0.267*** (0.056) 0.337 0.273*** (0.057) 0.345 Exposure to formal leaders’ specific pedagogical practices in teaching basic reading skills 0.0008 (0.0007) 0.071 ─ ─ 0.0002 (0.0007) 0.02 Exposure to informal leaders’ specific pedagogical practices in teaching basic reading skills ─ ─ 0.0013** (0.0005) 0.154 0.0012** (0.0005) 0.143 Exposure to professional development in 2008 0.155** (0.057) 0.168 0.15** (0.055) 0.162 0.155** (0.055) 0.168 Perceived value of NCLB in 2007 0.158** (0.057) 0.149 0.184** (0.055) 0.174 0.184** (0.056) 0.174 Highest grade taught in 2008 -0.133*** (0.028) -0.441 -0.137*** (0.026) -0.455 -0.134*** (0.027) -0.445 Note: N=147 Model-I includes the effect of formal leaders’ influence, while model-II includes the effect of informal leaders’ influence. Model-III contains partial effects of formal and informal leaders, after controlling for covariates. Moreover, the following list of variables were included in initial models but then excluded from the final models because of their non-significance and the purpose to save degrees of freedom: Years of teaching, Years of working at the current school, Held full certification, and Perception of the legitimacy of NCLB principles. *p-value ≤0.05, ** p-value ≤0.01, ***p-value ≤0.001 Endnotes
How%20External%20Institutions%20Penetrate%20Schools%20Through%20Formal%20and%20Informal%20Leadership-EAQ-Revision%204-25.docx