Abstract
Using data from the Prova Brasil-2013, this quantitative study proposes to verify the possible relationship between the principal’s leadership and the school climate (captured by the teachers’ perception) with the students’ academic performance, in municipal and state schools of the State of Rio de Janeiro. Studies on school effectiveness are taken as a theoretical basis, especially Sammons and Alves and Franco. The work involved a descriptive analysis of the data, the creation of the indexes of leadership and teacher collaboration (IMLD and IMCE) and, finally, a linear regression trying to relate the indexes created with the performance of the 5th grade students, measured by the average in mathematics. We found that, after controlling the students’ socioeconomic status, some school factors - as the principal’s leadership and the school climate - can positively impact student’s achievement.
School management; Leadership; School climate; Effectiveness of school
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