Educational Leadership and Student Achievement: The Elusive Search for an Association

Abstract

This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small positive effects found in this meta-analysis confirm earlier research findings on the limitations of the direct effects approach to linking leadership with student achievement. Finally, lines of future research inquiry are discussed.

Türkiye de Öğrencilerin Akademik Başarısını Etkileyen Faktörler:

“…Araştırmada, meta-analiz çalışmalarının daha bütüncül ve anlamlı sonuçlar verebileceği ifade edilmiş, üretilen doktora tezlerinin özellikle uygulamadaki sorunların çözümüne ışık tutacak ve etkin politikalar üretilmesine katkı sağlayıcı nitelikte olması gerektiği vurgulanmıştır. Witziers, Bokser ve Krüger (2003Krüger ( ), 1986Krüger ( -1996 yıları arasında farklı ülkelerde eğitimsel liderliğin, okul başarısı üzerine etkisini inceleyen çalışmalar üzerinde meta-analizi yapmıştır. Sonuç olarak, araştırmacılar, ilköğretimde görevli eğitim liderlerinin akademik başarı üzerinde etkilerinin olduğunu; ancak, ortaöğretim seviyesinde akademik başarı ve eğitim liderliği arasında böylesi bir ilişkinin görülmediğini belirtmektedirler.…”

An Exploratory Study on Principals' Conceptions about Their Role as School Leaders

“…The model assumes that a traditional view of the two ends of the continuum as incompatible is characteristic of a lower level of leadership development and the ability to reconcile these extremes is characteristic of a higher level of development. Witziers et al (2003) have suggested Quinn's model as an interesting approach for further research on educational leadership and its relation with context and school climate. They gave three reasons for the use of this model in future research.…”

“…First, the model has been used fruitfully to distinguish different school cultures with different consequences for student outcomes (Maslowski, 2001). According to Witziers et al (2003), the framework assumes an association between particular leadership values and behaviors on the one hand and the existence of a specific school culture on the other. Second, the model focuses on the relationship between values and behaviors.…”

“…The hope for finding such an effective school leader model, however, has dampened with the findings of several meta-analyses (Hallinger & Heck, 1996;Witziers, Bosker, & Krüger, 2003). These studies revealed that the immediate effects of educational leadership on school performance were marginal.…”

“…In the 1980s Bossert et al (1982) already suggested an alternative approach that considers leadership as having an indirect influence through the way it has an impact on school climate. Several studies have analyzed the indirect effects (Witziers, Bosker, & Krüger, 2003). They have indicated that educational leadership is related to school organization and school climate (Krüger, Witziers, & Sleegers, 2007).…”