Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗

Abstract

This article reviews research from 1980-1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on school effectiveness and student achievement. While this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to school effectiveness and improvement. Moreover, the review suggests that previously described discrepancies in research results may be explained by the conceptual and methodological tools employed by researchers. We also emphasize the limitations of these studies. Even taken as a group they do not resolve the most important theoretical and practical issues concerning the means by which principals achieve an impact on school outcomes and how contextual forces influence the exercise of leadership in the schoolhouse. It is concluded that while substantial progress has been made over the past 15 years in understanding the principal's contribution to school effectiveness, the most important scholarly and practical work lies ahead. In addition to this qualified, we assert that scholars are better equipped conceptually and methodologically to address these challenges than in 1980.

How school principals influence student learning

“…Beteille, Kalogrides, and Loeb (2012) find that turnover is detrimental to school performance, whereas Miller (2013) finds that, in North Carolina, turnover does not have a large effect on school 1 See Hanushek (2006) for a review of the teacher quality literature, and Hallinger and Heck (1998) for a review of the qualitative principal literature. 5 performance, but it does decrease teacher retention.…”

Instructional leadership in Greek and English outstanding schools

“…International studies (e.g. Hallinger and Heck, 1997;Southworth, 2002;Timperley, 2006;Pansiri, 2008;Bush and Glover, 2009) reinforce that instructional leadership is highly concerned with the 'technical core of education'. Leithwood et al (1999: 8) argue that 'instructional leadership […] typically assumes that the critical focus for attention by leaders is the behaviour of teachers as they engage in activities directly affecting the growth of students.…”

Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities

“…In fact, tacit knowledgerather than research-based evidence -more often than not acts as the default position for coping with difficult and intractable teaching, learning, and leadership problems. As Hallinger and Heck (1998) claim, few studies have focused on the strategic and practical knowledge principals display on a daily basis. One such rare study is that by St.…”