Understanding How Leadership Influences Student Learning
01 Jan 2010-pp 45-50
TL;DR: The effects of leadership on student learning are largely indirect as mentioned in this paper, which means that to be successful, leaders must eventually have influences on conditions that directly influence student learning, such as the quality of classroom instruction, the nature of the curriculum taught, and the disciplinary climate in the school and classroom.
Abstract: The effects of leadership on student learning are largely indirect. This means that to be successful, leaders must eventually have influences on conditions that directly influence student learning. Such conditions include, for example, the quality of classroom instruction, the nature of the curriculum taught, and the disciplinary climate in the school and classroom. A major challenge to successful leadership is determining which conditions have the greatest effects on students and are malleable by leaders. The article offers a perspective on these conditions and highlights some of the hurdles associated with better understanding leadership effects.
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TL;DR: In this paper, the authors present revised models and a reconceptualisation of successful school principalship for improved student outcomes, concluding that principals who promote both capacity building and systems of accountability and evaluation, to the extent that their teachers perceive these two factors as characterising their schools, advance student empowerment, social development and academic achievement.
Abstract: Purpose – This study aims to present revised models and a reconceptualisation of successful school principalship for improved student outcomes.Design/methodology/approach – The study's approach is qualitative and quantitative, culminating in model building and multi‐level statistical analyses.Findings – Principals who promote both capacity building and systems of accountability and evaluation, to the extent that their teachers perceive these two factors as characterising their schools, advance student empowerment, social development and academic achievement. Other success factors include student home educational environment, the values and beliefs of teachers, and principals' years in a school and hours worked. It is demonstrated that the negative effects of socio‐economic disadvantage can be moderated.Practical implications – Insights are provided into how schools and their principals can best achieve a broad range of student outcomes. For example, the most direct route for a school to achieve academic s...
101 citations
19 Oct 2017
TL;DR: In this paper, the authors developed a model of principal instructional leadership and teaching competency and found that instructional leadership was a significant predictor of teaching competence (CR=7.635,0.349, p = 0.164).
Abstract: This study was conducted to develop a model of principal’s instructional leadership and teaching competency. Research respondents were 481 teachers from 55 secondary day schools in Terengganu. The modified Principal Instructional Management Rating Skill (PIMRS) and Malaysian Teacher Standard (SGM) were applied as research instruments. Data were analyzed using structural equation modeling (SEM) by AMOS 18. The study successfully developed a relationship model between instructional leadership and teaching competency (χ2=12.495, χ2/df =1.562, p = 0.130, Bootstrap = 0.164). The findings also show construct of define school goals (0.81), curriculum and instructional management (0.92) and promote teaching and learning climate (0.92) are significant dimensions in instructional leadership. The findings also show construct of interaction with pupils (0.88), teaching strategy (0.89) and class control (0.88) are significant dimensions in teaching competency. Furthermore, the result also found that instructional leadership was a significant predictor of teaching competency (CR=7.635,0.349, p = 0.00).
23 citations
Cites background from "Understanding How Leadership Influe..."
...…yang akan diberi penekanan adalah pengesahan dimensi dalam konstruk kepemimpinan pengajaran pengetua, pengesahan dimensi dalam konstruk kompetensi pengajaran guru, sumbangan kepemimpinan pengajaran terhadap kompetensi pengajaran, serta kesepadanan data kajian dengan model yang dicadangkan....
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...…elemen terpenting yang akan menentukan sama ada seseorang pemimpin sekolah tersebut dikategorikan sebagai efektif atau sebaliknya diukur kepada kemampuan mereka melaksanakan tugas sebagai pemimpin pengajaran (Buckner, 2011; Fullan, 2002; Leithwood & Levin, 2010; Hallinger, 2008, 2011; Ishak, 2004)....
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...Kritikankritikan terhadap kepemimpinan pengajaran telah menyebut bahawa pengetua tidak mampu mempengaruhi 13 juku.um.edu.my pencapaian murid secara langsung (Hussein, 1993; Leithwood & Levin, 2010)....
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...Ini kerana sekolah merupakan organisasi formal pertama yang dipertanggungjawabkan oleh kerajaan untuk membentuk keperibadian jasmani, emosi, rohani dan intelek murid....
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...Kajian-kajian pendidikan telah membuktikan bahawa tingkahlaku pengetua seringkali tidak memberi kesan secara langsung terhadap pencapaian murid (Hallinger, 2008; Leithwood & Levin, 2010; Sirinides, 2009)....
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TL;DR: A literature review of education reform efforts in the UAE reveals that the United Arab Emirates (UAE) is a wealthy and relatively new country attempting to achieve top tier global status in education.
Abstract: The United Arab Emirates (UAE) is a wealthy and relatively new country attempting to achieve top tier global status in education. A literature review of education reform efforts in the UAE reveals ...
18 citations
Journal Article•
TL;DR: This article identified significant factors that influence a school's success in three categories of student outcomes - of academic achievement, social development and student empowerment, and showed that success will be most likely if the principal and staff choose areas they can actually influence - areas such as school capacity, evaluation and accountability, teacher values and beliefs, and student social skills and empowerment.
Abstract: A five year research journey examined successful school principalship for improved student outcomes. Results suggested that variables related to school capacity building, evaluation and accountability, and socio-economic status have much stronger relationships with student outcomes than other variables such as principal characteristics. This article presents revised models and a re-conceptualisation of successful school principalship for improved student outcomes based on model building and multi-level statistical analyses of the survey data. We identify significant factors that influence a school's success in three categories of student outcomes - of academic achievement, social development and student empowerment. The challenge for successful school principals is to create synergistic effects: the accumulation of a number of effects developed with others over time in the same direction, even though this direction may change as a result of feedback on performance. Their success in school improvement also depends on which areas of school life in which they and their teachers choose to focus their time and attention. Our research demonstrates that success will be most likely if the principal and staff choose areas they can actually influence - areas such as school capacity, evaluation and accountability, teacher values and beliefs, and student social skills and empowerment.
17 citations
DOI•
16 Jul 2013TL;DR: In this article, a review of the literature and models of successful school leadership for improved student outcomes is presented, together with the results from case studies of successful schools resulting in a preliminary model of successful principalhip.
Abstract: The research reported in this article builds on work commenced eight years ago with reviewing the literature and models of successful school leadership for improved student outcomes. When the findings of this review were combined with the results from case studies of successful schools it resulted in a preliminary model of successful school principalship. We examined a range of areas using further analysis of the case study data, detailed analysis of the subsequent quantitative surveys (developed in part from the preliminary model) and actual school literacy and numeracy results. We also included a measure of teacher perceptions of student social development. This inclusion is consistent with evidence that social skills have become many times more important in determining students' relative life chances in the 21 st Century than cognitive outcomes alone. The final part of our research used model building and powerful multi-level statistical analyses of the survey data. In this way, we examined all the factors that may influence a school’s success with student outcomes. Model building allowed us to construct inherently logical and theoretically defensible representations of the “world” in which successful schools exist, and the models can be statistically tested to see how well these representations explain the reality portrayed by the data collected.
14 citations
Cites result from "Understanding How Leadership Influe..."
...…the results of international research in the area (for example: Day et al, 2009; Heck & Hallinger, 2009; Sammons et al, 2009) and reviews of the area (for example: Anderson et al, 2007; Leithwood, et al, 2004 & 2006; Leithwood & Levin, 2010; Mulford, 2007 & 2008; OECD, 2008; Robinson et al, 2007)....
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References
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01 May 1985TL;DR: In this paper, the authors review the book "Leadership and performance beyond expectation" by Bernard M. Bass, and present a review of the book and the book's methodology.
Abstract: The article reviews the book "Leadership and Performance Beyond Expectations," by Bernard M. Bass.
10,383 citations
TL;DR: Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work as discussed by the authors.
Abstract: Research into Leader-Member Exchange (LMX) theory has been gaining momentum in recent years, with a multitude of studies investigating many aspects of LMX in organizations. Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work. This article uses a levels perspective to trace the development of LMX through four evolutionary stages of theorizing and investigation up to the present. The article also uses a domains perspective to develop a new taxonomy of approaches to leadership, and LMX is discussed within this taxonomy as a relationship-based approach to leadership. Common questions and issues concerning LMX are addressed, and directions for future research are provided.
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TL;DR: In this article, Mayo discusses the Hawthorne experiments, relating the findings about human relations within a Hawthorne plant to the social environment in the surrounding Chicago area and the Chicago School of Sociologists were studying aspects of social disorganization, a topic pioneered by Emile Durkheim.
Abstract: In this volume Mayo discusses the Hawthorne experiments, relating the findings about human relations within the Hawthorne plant to the social environment in the surrounding Chicago area. The Chicago School of Sociologists were studying aspects of social disorganization and this was a topic pioneered by Emile Durkheim.
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TL;DR: In this article, a self assessment of key managerial orientations is presented, including the managerial dilemma, the 9, 1 managerial style, the 1, 9 managerial style and the 5, 5 managerial style.
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TL;DR: This article reviewed the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995 and specifically focused on the conceptual underpinnings of several theoretical models to study the role, relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact.
Abstract: Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995. We specifically focus on the conceptual underpinnings of several theoretical models to study the role, the relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact. We conclude by framing a possible research agenda for the next generation of studies on the effects of school administration.
1,775 citations