Research into the impact of school leadership on pupil outcomes: policy and research contexts

Day, Christopher; Sammons, Pam; Hopkins, David; Leithwood, Kenneth; Kington, Alison

doi:10.1080/13632430701800045

Cited by 170 publications

(250 citation statements)

References 28 publications

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“…MacBeath and Swaffield, 2008) while several studies (e.g. Earley et al, 2002;Day et al, 2007;Higham et al, 2007) stress school leaders' involvement in practices related to IL. Dimmock (2012) argues that headteachers' instructional leadership is constrained by government policy priorities, as measured by league tables and inspection regimes.…”

Section: In Its 2001mentioning

confidence: 99%

Instructional leadership in Greek and English outstanding schools

Kaparou

Bush

2016

International Journal of Educational Management

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This research paper examines instructional leadership in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of instructional leadership on student learning, teachers' professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation.Recognising that instructional leadership is not confined to the principals' leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional 'teacher leadership' culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralization of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect instructional leadership roles. This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of instructional leadership, while its empirical contribution lies in generating new knowledge on how instructional leadership is contextually bounded.

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Section: In Its 2001mentioning

confidence: 99%

Instructional leadership in Greek and English outstanding schools

Kaparou

Bush

2016

International Journal of Educational Management

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“…Hallinger and Heck, 1997;Day et al, 2007;Bush et al, 2010) stress that instructional leadership is highly concerned with the 'technical core of education', teaching and learning, where the focus is leading teachers' professional learning to improve student outcomes. For example, Southworth (2002: 79) states that 'instructional leadership is strongly concerned with teaching and learning, including the professional learning of teachers as well as student growth', incorporating a number of practices that explore the relationship between principal leadership and pupil achievements.…”

Section: Theoretical Background: Perspectives On Instructional Leadermentioning

confidence: 99%

“…(European Union, 2009) Research and literature in different international contexts shows how classroom practice and leadership impact on student learning (e.g. Day et al, 2007;Leithwood and Jantzi, 2008;Robinson et al, 2008;Bush and Glover, 2009;Dempster and Bagakis, 2009). An instructional leadership focus is an important pathway for teachers' professional improvement and student learning.…”

Section: Introductionmentioning

confidence: 99%

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

Kaparou

Bush

2015

School Leadership & Management

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“…Así, temáticas como el rol del liderazgo en los procesos pedagógicos y su eficacia en las escuelas (Day, Sammons, Hopkins, Leithwood & Kington, 2008;Leithwood, Seashore, Anderson y Wahlstrom, 2004), la forma de ejercicio y distribución de las funciones del liderazgo dentro de las comunidades escolares (Spillane, 2012) o el análisis de la capacidad del liderazgo directivo en el fomento de la mejora escolar (Leithwood, Tomlinson & Genge, 1996) han acaparado gran parte de la atención investigativa, relegando en alguna medida los debates en torno a los vínculos existentes entre el liderazgo educativo y los conflictos en las escuelas.…”

Section: Introductionunclassified

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

Villalobos

Peña

Aguirre

et al. 2017

Calidad en la educación

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RESUMENLa investigación busca estudiar los procesos de conflictividad educativa, dando cuenta de las estrategias y marcos de acción implementados por los directivos escolares en establecimientos públicos de educación media en Chile. Para ello, se realiza un estudio de caso en ocho liceos municipales, utilizando diversas herramientas cualitativas. Se obtienen tres principales resultados. En primer término, se observa que los conflictos que involucran como actor central a los estudiantes tienen mayoritariamente un origen relacionado con el contexto social, económico y cultural de estos, mientras que los conflictos que involucran a adultos tienen relación con problemáticas de la micropolítica y macropolítica escolar. En segundo término, y respecto de las dinámicas que adoptan los conflictos, se observa que en la mayoría de los casos estos tienden a transitar de conflictos cognitivos a conflictos afectivos, lo que conlleva que estos se personalicen y se visualicen como procesos improductivos para las escuelas. Finalmente, y en relación con las estrategias que utilizan los directivos para manejar los conflictos, se constata que estas tienden a estar basadas en la ejecución de reglamentos y protocolos de acción (especialmente cuando involucran a estudiantes), o bien, a estrategias de dilación o relativización de los conflictos (especialmente cuando refieren a profesores).

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Research into the impact of school leadership on pupil outcomes: policy and research contexts

Abstract: Abstract

Cited by 170 publications

References 28 publications

Instructional leadership in Greek and English outstanding schools

Instructional leadership in Greek and English outstanding schools

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

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