The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

Abstract

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

Change Management Strategies of School Heads and Innovative Work Behavior of Public Elementary Teachers in Panabo City Division

“…The instrument consisted of 28 items. It had the following indicators, namely: leading and empowering team members (1-5), recognizing and valuing team member input (1-5), influencing key stakeholders (1-5), applying technical expertise (1-5), strategy development (1-3), and goal-setting and activity alignment (1)(2)(3)(4)(5). The questionnaire was subjected to a pilot testing having a result of .72 suggesting that the items have relatively high internal consistency.…”

Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis

“…To illustrate the subthemes in the Instructional-Leadership cluster network, these studies could be listed: Procedural-Justice [72], Quality-of-Work-Life [73], Personal-Growth [74], Organizational-Justice [73], and Comparative-Study [74]. These studies on Technology-Leadership [75], Political-Stability, Distributed-Leadership [76], Globalization [77], Computer-Competencies, and Computer-Use [78] illustrate the sub-themes in the School-Principals cluster network.…”