Journal•ISSN: 1570-0763
Leadership and Policy in Schools
Taylor & Francis
About: Leadership and Policy in Schools is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Educational leadership & Instructional leadership. It has an ISSN identifier of 1570-0763. Over the lifetime, 605 publications have been published receiving 14098 citations. The journal is also known as: Leadership & policy in schools.
Topics: Educational leadership, Instructional leadership, Leadership style, Shared leadership, Academic achievement
Papers published on a yearly basis
Papers
More filters
TL;DR: In this paper, the authors define the core characteristics underlying this approach to school leadership and management based upon both policy, research, and practice in school leadership, and the increasing global emphasis on accountability seems to have reignited interest in instructional leadership.
Abstract: One lasting legacy of the effective schools movement was the institutionalization of the term “instructional leadership” into the vocabulary of educational administration. Evidence from other recent reviews of the literature on principal leadership (e.g., Hallinger, 2001; Hallinger & Heck 1996; Southworth, 2002) suggest that twenty years later, the instructional leadership construct is still alive in the domains of policy, research, and practice in school leadership and management. Indeed, since the turn of the twenty-first century, the increasing global emphasis on accountability seems to have reignited interest in instructional leadership. This paper ties together evidence drawn from several extensive reviews of the educational leadership literature that included instructional leadership as a key construct (Hallinger, 2001, 2003b; Hallinger & Heck, 1996b; Southworth, 2002). The paper will seek to define the core characteristics underlying this approach to school leadership and management based upon both...
877 citations
TL;DR: This paper used evidence about transformational forms of leadership in schools provided by 32 empirical studies published between 1996 and 2005 to answer questions about the nature of such leadership, its antecedents, and the variables that both moderate and mediate its effects on students.
Abstract: This paper uses evidence about transformational forms of leadership in schools provided by 32 empirical studies published between 1996 and 2005 to answer questions about the nature of such leadership, its antecedents, and the variables that both moderate and mediate its effects on students. Results indicate significant, primarily indirect effects of this form of leadership on both student achievement and engagement in school. These effects are mediated by school culture, teachers’ commitment and job satisfaction, and a small number of other variables. Few studies have examined the antecedents or moderators of transformational school leadership.
675 citations
TL;DR: In this paper, the authors investigated patterns of leadership distribution and characteristics of non-administrative leaders, and the factors promoting and inhibiting the distribution of leadership functions in a district.
Abstract: In this study, we inquired about patterns of leadership distribution, as well as which leadership functions were performed by whom, the characteristics of nonadministrative leaders, and the factors promoting and inhibiting the distribution of leadership functions. We consider our account of distributed leadership in this district to be a probable example of “best practice” at the present time—not perfect, but likely more mature than average by a significant degree. The most noteworthy detail to emerge from our study was the critical part played by formal school and district leaders in helping to foster apparently productive forms of distributed leadership.
467 citations
TL;DR: This article found significant positive relationships between CTE and student achievement on the grade 8 math, writing, and English tests, and significant relationships were found between the both the instruction and discipline subscales of CTE with all three tests of student achievement.
Abstract: Collective teacher efficacy (CTE) refers to the collective perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English tests. In addition, significant relationships were found between the both the instruction and discipline subscales of CTE with all three tests of student achievement. When controlling for socioeconomic status, CTE made a significant independent contribution to the grade 8 writing scores; however it did not independently explain math and English achievement.
467 citations
TL;DR: The authors examined who leads curriculum and instruction-and administration-related activities when the school principal is not leading but participating in the activity, and found that who takes responsibility for leading and managing the schoolhouse varies considerably from activity to activity and from one school to the next.
Abstract: Focusing on the school principal's day-to-day work, we examine who leads curriculum and instruction- and administration-related activities when the school principal is not leading but participating in the activity. We also explore the prevalence of coperformance of management and leadership activities in the school principal's workday. Looking across a range of administration-related and curriculum and instruction-related activities school principals participate in, we show that who takes responsibility for leading and managing the schoolhouse varies considerably from activity to activity and from one school to the next.
268 citations