How does leadership affect student achievement? Results from a national US survey

Louis, Karen Seashore; Dretzke, Beverly J.; Wahlstrom, Kyla

doi:10.1080/09243453.2010.486586

Cited by 369 publications

(118 citation statements)

References 64 publications

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“…Teachers engage in these activities from a critical point of view, with a focus on their own learning and the enhancement of their effectiveness as teachers. Hence, the ultimate goal is teaching all students in the best possible way (DuFour, 2004;Hord, 1997;Kwakman, 2003;Lomos, Hofman, & Bosker, 2011a;Louis, Dretzke, & Wahlstrom, 2010;Stoll et al, 2006;Vandenberghe & Kelchtermans, 2002). This kind of collaborative environment has been identified as promising for improving the quality of teaching and for moving educational systems forward (Barth, 1990;Harris & Muijs, 2005;Supovitz, Sirinides, & May, 2009;Vandenberghe & Kelchtermans, 2002;Vescio et al, 2008).…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

“…Instructional leaders focus their interactions and work on the core business of education, namely teaching, learning, and classroom pedagogy (Hallinger, 2003;Louis et al, 2010). Instructional leaders typically focus on coordinating, monitoring, and evaluating curriculum; controlling instruction and assessment; and promoting a climate for learning (Marks & Printy, 2003).…”

Section: Instructional Leadershipmentioning

confidence: 99%

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Relating school leadership to perceived professional learning community characteristics: A multilevel analysis

Vanblaere

Devos

2016

Teaching and Teacher Education

126

119

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Section: Professional Learning Communitiesmentioning

confidence: 99%

Section: Instructional Leadershipmentioning

confidence: 99%

Relating school leadership to perceived professional learning community characteristics: A multilevel analysis

Vanblaere

Devos

2016

Teaching and Teacher Education

126

119

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“…Stoll y Sammons (2007) señalan que la investigación sobre la eficacia escolar puso el énfasis en el rol del liderazgo del director para la promoción el mantenimiento de escuelas eficaces. La evidencia apunta a que los directores ejercen un impacto indirecto en la enseñanza y el aprendizaje más efectivo debido a su influencia sobre el entorno escolar (Hargreaves y Shirley, 2012;Heck y Hallinger, 2009;Louis, Dretzke y Wahlstrom, 2010;Marzano, Waters y McNulty, 2005;Pont, Nusche y Moorman, 2009;Robinson, Hohepa y Lloyd 2009) En este marco, parte de la investigación se ha centrado en definir e identificar las funciones del director. Así Maureira (2004) plantea que la existencia de múltiples enfoques sobre el liderazgo escolar complica la tarea de definir de una manera unívoca dicho concepto.…”

Section: Sobre El Liderazgo Escolar: Revisión De Literaturaunclassified

“…De esta forma, diversos autores (Hargreaves y Shirley, 2012;Heck y Hallinger, 2009;Louis, Dretzke y Wahlstrom, 2010;Marzano, Waters y McNulty, 2005;Pont, Nusche y Moorman, 2009;Robinson, Hohepa y LLoyd, 2009) han mostrado que las prácticas de los directores que generan mayor impacto son las centradas en los docentes, al trabajar con ellos, apoyarlos y apuntando a desarrollar sus habilidades y capacidades. Todas contextualizadas a la situación de cada escuela.…”

Section: Sobre El Liderazgo Escolar: Revisión De Literaturaunclassified

Ideales Normativos, Normas y Praxis: Patologías Sociales sobre los Directivos Escolares en el Perú

Cuenca¹,

Caceda²

2017

reice

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El presente artículo busca exponer las funciones del director de escuela desde tres diferentes ejes -el ideal normativo, las normas vigentes y la práctica profesional de los directores-y resalta el nivel de desencuentro que existe entre dichos ámbitos. El objetivo de este estudio es mostrar que las políticas dirigidas hacia los directores se estarían concibiendo de manera incorrecta al no existir correspondencia entre los tres ejes mencionados. De este modo, se estaría asistiendo al desarrollo de una política errática. La investigación se realizó con una metodología que proviene de la Teoría Crítica, partiendo de los trabajos de Axel Honneth, y busca reconstruir el ideal normativo del director de escuela en el Perú con la finalidad de develar patologías sociales en torno a esa noción. Los principales resultados indican que, para lograr un correcto desempeño del director, no solo se debe brindar una correcta preparación para ser agentes de cambio, sino también requiere cumplir una serie de exigencias que transitan desde lo ético y la búsqueda de la equidad educativa, hacia la mejora de la calidad a través de la inversión y la descentralización.Descriptores: Administrador de la educación, Liderazgo escolar, Planificador de la educación, Gestión educacional, Estructura administrativa de la enseñanza.This article seeks to expose principals' functions from three different axes -the normative ideal, the current regulations and the principals' professional practiceand highlights the level of disagreement that exists between them. The aim of this study is to demonstrate that the policies directed to the principals are being conceived in an inaccurate manner due to the lack of connection in between these three concepts. Thus, we are helping to develop an erratic policy. The methodology used for this research comes from the Critical Theory, based on the work of Axel Honneth, and seeks to reconstruct the normative ideal of the principals in Peru with the purpose of exposing the social pathologies around that notion. The main results denote that, to achieve a better performance of the principal, it is not only needed to provide a correct training to be a change agent. It also involves fulfilling a series of requirements that go from the ethical and the search of educational equity, to the improvement of quality through investment and decentralization.

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“…A great deal of research effort has been spent until now on investigating the relationships between educational leadership and student achievement (e.g. Alig-Mielcarek, 2003;Botello, 1997;Gentilucci & Muto, 2007;O'Donnell & White, 2005;Hearn, 2010;Nettles & Herrington, 2007;Kythreotis, Pashiardis, & Kyriakides, 2010;Louis, Dretzke, & Wahlstrom, 2010;Quinn, 2002;Robinson, Lloyd, & Rowe, 2008;Valentine & Prater, 2011;Witziers, Bosger, & Krüger, 2003), student learning (e.g. Krug, 1992;Leithwood, Patten, & Jantzi, 2010), improving instruction (e.g.…”

Section: Introductionmentioning

confidence: 99%

An inquiry into leadership capacity: The case of Turkish primary schools

Kılınç¹,

Özdemir²

2015

IOJES

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The growing research interest in educational leadership requires the investigation of new school leadership perspectives as schools become more complex structures. This article explored the perceptions of primary school teachers and administrators on leadership capacity of their schools and related factors. This study employed a mixed method in which both quantitative and qualitative research methods were used together. A total of 2370 participants including teachers, vice principals and principals from 179 primary schools were included in the quantitative part of the study while 18 participants including teachers and school administrators participated in the qualitative part of the study. The research findings suggested that participants' levels of perception on distributed leadership and shared school vision subscales were lower than their levels of perceptions on collaboration and shared responsibility and perceived student achievement. The findings also illustrated that participants from schools with high leadership capacity thought they participated in vision building and instructional decision-making processes more frequently. The paper draws implications for improving teaching and learning in the schoolhouse.© 2015 IOJES. All rights reserved Keywords: Leadership capacity; school principals; vice principals, teachers, primary schools IntroductionEducational leadership is one of the most important factors that have a deep impact on building high quality learning and teaching environment at the school level and improving student achievement (Blase & Blase, 1999;, Dinham & Crowther, 2011, King & Bouchard, 2011. A great deal of research effort has been spent until now on investigating the relationships between educational leadership and student achievement (e.g. Alig-Mielcarek, 2003;Botello, 1997;Gentilucci & Muto, 2007;O'Donnell & White, 2005;Hearn, 2010;Nettles & Herrington, 2007;Kythreotis, Pashiardis, & Kyriakides, 2010;Louis, Dretzke, & Wahlstrom, 2010;Quinn, 2002;Robinson, Lloyd, & Rowe, 2008;Valentine & Prater, 2011; Witziers, Bosger, & Krüger, 2003), student learning (e.g. Krug, 1992;Leithwood, Patten, & Jantzi, 2010), improving instruction (e.g. Blase & Blase, 1999;Jenkins, 1985;Leithwood, Harris, & Hopkins, 2008), and school improvement (e.g. Delaney, 1997;Hallinger & Heck, 1998;Jackson 2000). These studies genereally focus on the direct and indirect effects of principal leadership on student achievement and on contribution of leadership processes to school improvement.Scholars have recently discussed that school principals' workload is getting harder, and that new roles and behaviors are expected from them (Bush, 1998;Grubb & Flessa, 2006;Hallinger & Heck, 2010). For instance, school principals are expected to exert a great deal of effort and time to build a focused school culture as they are likely to lead a school in balkanized school cultures where teachers belong to different * This article arose from a doctoral dissertation of Ali Çağatay Kılınç, which was titled "Determining the Leadership Ca...

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How does leadership affect student achievement? Results from a national US survey

Cited by 369 publications

References 64 publications

Relating school leadership to perceived professional learning community characteristics: A multilevel analysis

Relating school leadership to perceived professional learning community characteristics: A multilevel analysis

Ideales Normativos, Normas y Praxis: Patologías Sociales sobre los Directivos Escolares en el Perú

An inquiry into leadership capacity: The case of Turkish primary schools

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