Principal leadership effects on student achievement: a multilevel analysis using  Programme for International Student Assessment 2015 data

Wu, Huang; Gao, Xuesong; Shen, Jianping

doi:10.1080/03055698.2019.1584853

Cited by 39 publications

(30 citation statements)

References 63 publications

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“…Nonetheless, several studies have been conducted to identify the impact of leadership on SLOs in the K-12 educational sectors in different countries (Al-Safran et al, 2014;Balwant, 2016;Day et al, 2016;Pina et al, 2015;Robinson et al, 2008;Wu et al, 2020). Although there is a clear difference between the K-12 and HEIs, an adequate overlap has been identified between both sectors, which consequently allows researchers to conclude the relationship between leadership and SLOs.…”

Section: Leadership Competencies and Students' Learning Outcomesmentioning

confidence: 99%

“…Similarly, the study by Wu et al (2020) examined the relationship between principals' leadership and the achievement of the student. The findings indicated that the overall leadership of school principals was negatively correlated to student achievement.…”

Section: Leadership Competencies and Students' Learning Outcomesmentioning

confidence: 99%

“…It should be highlighted that the outcomes of HEIs heavily depend on how academic leaders manage the educational environment (Shahmandi et al, 2012). Both direct and indirect relationships between leadership and SLOs have been discovered in several studies (Al-Safran et al, 2014;Balwant, 2016;Day et al, 2016;Pina et al, 2015;Wu et al, 2020). Most of these studies have been conducted in the Kindergarten and 12 years of basic education (K-12), regardless of the HEIs.…”

Section: Introductionmentioning

confidence: 99%

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Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

Radwan

Ghavifekr

Razak

2020

JARHE

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PurposeThe main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.Design/methodology/approachThe study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.FindingsResults show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.Research limitations/implicationsThe main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.Originality/valueThe findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

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Section: Leadership Competencies and Students' Learning Outcomesmentioning

confidence: 99%

Section: Leadership Competencies and Students' Learning Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

Radwan

Ghavifekr

Razak

2020

JARHE

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“…The Programme for International Student Assessment (PISA) tests last conducted by the OECD in 2015 showed that Indonesian students were performing at lower levels in all areas -science, mathematics, and reading -than the OECD average. The scientific literacy PISA has been developed from 2006 to the latest in 2015 which consists of three competency standards, including (1) Explain scientific phenomena, (2) Evaluate and design scientific inquiry, and (3) Interpret scientific data and evidence and summarize the results of science [21] [22].…”

Section: Science Literacy Pisa 2015 In Indonesiamentioning

confidence: 99%

High-Level Comprehension Skill by using Competencies PISA in Indonesia's Education System

Sahyar¹,

Bunawan²,

Rangkuti³

et al. 2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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The Programme for International Student Assessment (PISA) is an assessment of global competency in education that leads to adoption and development of sophisticated to equip next-generation for success in education and produce the world-renowned tech entrepreneurs. Asian countries dominate the top of the PISA rankings with the strongest performance than all regions in the OECD country. However, a reverse trend is observed in ASEAN middle-income countries because of disparities in access to basic education, particularly between rural and urban area, and also in teacher qualifications and quality of curricula. Indonesia is one of the countries facing this problem. The latest PISA report shows science education in Indonesian claims the 0.8 % of share top performers in at least one subject, which science, literacy and math. Indonesia's average ranking across the three subjects is 69th out of 79 countries PISA. This score is lower than Singapore, 1st rank in applied PISA to education system in world. In consequent of the current curriculum system does not accustom students to works on a problem that can encourage, stimulate, and analyse a problem using high-level comprehension skill. So, these problems require further analysis by finding a solution to the problem involves constructing system, knowledge, and competencies that will transform the current curriculum to reach the aims of PISA.

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“…Using PISA 2012 data, Karakolidis et al investigated the factors, both at individual and school level, which were linked to mathematics achievement of Greek students [ 11 ]. Wu et al studied the relationship between principals’ leadership and student achievement using PISA 2015 United States data [ 12 ]. In [ 13 ], the study aimed at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden, using PISA data from the two countries.…”

Section: Introductionmentioning

confidence: 99%

A Bivariate Multilevel Analysis of Portuguese Students

Faria

Salgado

2020

Computational Science and Its Applications – ICCSA 2020

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In this work, we illustrate how to perform a bivariate multilevel analysis in the complex setting of large-scale assessment surveys. The purpose of this study was to identify a relationship between students’ mathematics and science test scores and the characteristics of students and schools themselves. Data on about 7325 Portuguese students and 246 Portuguese schools who participated in PISA-2015 were used to accomplish our objectives. The results obtained by this approach are in line with the existing research: the index of the socioeconomic status of the student, being a male student and the average index of the socioeconomic status of the student in school, positively influence the students’ performance in mathematics and science. On the other hand, the grade repetition had a negative influence on the performance of the Portuguese student in mathematics and science.

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Principal leadership effects on student achievement: a multilevel analysis using Programme for International Student Assessment 2015 data

Cited by 39 publications

References 63 publications

Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

High-Level Comprehension Skill by using Competencies PISA in Indonesia's Education System

A Bivariate Multilevel Analysis of Portuguese Students

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