School Governance and Student Achievement: Cross-National Evidence From the 2015 PISA

Luschei, Thomas F.; Jeong, Dong Wook

doi:10.1177/0013161x20936346

Cited by 15 publications

(9 citation statements)

References 36 publications

(51 reference statements)

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“…In contrast, leadership in Norway is characterized by democratic values and collaboration whereas Chinese principals lead top-down. Luschei and Jeong (2021) analyzed data from the PISA study 2015 to understand the relationship among school governance structures, leadership and student achievement. While the authors found a considerable range of decision-making authority at the school level, there was no significant correlation between the responsibilities of a principal and student achievement, even after controlling for leadership behavior.…”

Section: School Leadership and The Importance Of Contextmentioning

confidence: 99%

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Kemethofer

Weber²,

Brauckmann-Sajkiewicz³

et al. 2023

JEA

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PurposeIn an era of increased autonomy and accountability in education, school principals have been given the responsibility for many tasks that used to be centralized, such as hiring and managing personnel, ensuring that the curriculum is followed and that the development of the school is on the right path. In this study an exploration is attempted into the associations among institutional context, school leadership, school climate and student outcomes.Design/methodology/approachThe authors analyze data from the Programme of International Student Assessment study 2015 to identify variations in institutional context (autonomy and accountability) among education systems to determine whether and how institutional context is associated with leadership and whether education systems, in turn, are associated with school climate and students' achievement in reading. To account for the hierarchical structure of the education systems under investigation, a three-level structural equation modeling (SEM) approach was employed to analyze the data gathered on the institutions, schools and students.FindingsNo association was found between the degree of autonomy of an education system and leadership behavior; however, accountability and leadership seemed to go together. Achievement in reading competencies was greater in school systems in which principals had more autonomy. At the school level, a relationship was found between leadership and opportunities for parental involvement.Originality/valueThe results of this study indicate the need of strong leadership in order to have better results when there is more accountability. In this sense, the authors' findings also point to the increased importance of context-sensitive leadership skills.

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Section: School Leadership and The Importance Of Contextmentioning

confidence: 99%

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Kemethofer

Weber²,

Brauckmann-Sajkiewicz³

et al. 2023

JEA

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“…Teachers would be satisfied if they have autonomy or collaborate with peers in school under the distributed climate (Strong and Yoshida, 2014). Several empirical investigations have also confirmed that principals' leadership style is crucial for determining the degree of teacher autonomy and collective activities (Luschei and Jeong, 2021). For instance, using teachers' data from the 2013 TALIS, one study indicated that distributed leadership significantly impacted teachers' professional learning community and cooperation practices (Bellibaş et al, 2021).…”

Section: Distributed Leadershipmentioning

confidence: 99%

The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

2022

Front. Psychol.

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Principals’ distributed leadership plays a critical role in teacher innovativeness; however, research evidence regarding the relationship between them is limited. This study aims at examining the effect of distributed leadership on teacher innovativeness as well as the mediating roles of teacher autonomy and professional collaboration. Using the data of 132,376 teachers derived from the 2018 Teaching and Learning International Survey (TALIS), the study applied a structural equation model (SEM) for analysis. The results revealed that distributed leadership had positive direct effects on teacher innovativeness, teacher autonomy, and professional collaboration. Meanwhile, teacher autonomy and professional collaboration significantly mediated the effect of distributed leadership on teacher innovativeness, respectively. Practical implications are discussed, school leaders are expected to adopt distributed leadership style and establish a supportive school environment, and individual teachers are supposed to cultivate a culture of collectivism and make effective use of autonomy in their teaching innovation.

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“…Despite the wide promotion of these efforts, studies have reported mixed effects of school autonomy on student achievement (e.g., Hanushek et al, 2013;Luschei & Jeong, 2020;Steinberg, 2014) and organizational dynamics (e.g., Ingersoll, 1996). In response, researchers argue that the strategic use of autonomy emphasizing the promotion of teaching and learning and the development of schools' capacity (instead of the structure itself) is necessary for principals to enact autonomy over school-level decision-making effectively (Honig & Rainey, 2012).…”

Section: School and Principal Autonomymentioning

confidence: 99%

“…The ways principals in this study negotiated their time and workload provides us a new and perhaps different type of opportunity to understand principal autonomy. Though school reforms have steered governance structures toward increasing school autonomy for decades (Kim & Yun, 2019;Luschei & Jeong, 2020), participants seemed to struggle with fully utilizing this autonomy regarding their inclinations to achieve what they believed and valued as educators and leaders. This was particularly true regarding these principals' time use and, despite a multitude of other responsibilities, their prioritization of attending to students who appeared to need additional care.…”

Section: Principal Autonomy As Partial and Boundedmentioning

confidence: 99%

“…In response have come multiple policy efforts aimed at providing schools, and by extension principals, greater autonomy and decision-making authority. And yet, studies show mixed effects of school autonomy on student achievement scores (e.g., Hanushek et al, 2013;Luschei & Jeong, 2020;Steinberg, 2014) and organizational outcomes (e.g., Ingersoll, 1996;Keddie & Mills, 2019). To explain such outcomes, some have pointed to the difficulties principals have in negotiating their autonomy with district leaders (Honig, 2012), as well as the challenges district leaders have in supporting schools in these efforts (Weiner & Woulfin, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Negotiating Incomplete Autonomy: Portraits from Three School Principals

Kim

Weiner

2022

Educational Administration Quarterly

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Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective.

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School Governance and Student Achievement: Cross-National Evidence From the 2015 PISA

Cited by 15 publications

References 36 publications

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

Negotiating Incomplete Autonomy: Portraits from Three School Principals

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