School leadership effects revisited: a review of empirical studies guided by indirect-effect models

Hendriks, Maria A.; Scheerens, Jaap

doi:10.1080/13632434.2013.813458

Cited by 54 publications

(63 citation statements)

References 29 publications

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“…The finding that different principal leadership behaviors were not predictive of IT integration alludes to the indirect, mediated effects that school leaders have on school and student outcomes [56]. The school effectiveness literature has found that principals impact student achievement indirectly by developing the school’s instructional capacity (setting school vision; supporting and monitoring teaching processes; and building systems, structures, and processes) so that teachers at the frontline of teaching are better supported to teach effectively [57].…”

Section: Discussionmentioning

confidence: 99%

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

Hew

Tan

2016

PLoS ONE

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The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools’ public posting of achievement data, tracking of school’s achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers’ pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons.

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Section: Discussionmentioning

confidence: 99%

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

Hew

Tan

2016

PLoS ONE

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“…With its early roots in transformational leadership theory (Podsakoff, MacKenzie, Moorman, & Fetter, 1990), this model has been subject to considerable testing with original empirical evidence (e.g., Leithwood & Jantzi, 1999a, 1999b, 2000a, 2000b and has gradually evolved to include, as well, central elements of instructional leadership. It is now an "integrated" model (Printy, Marks, & Bowers, 2010) widely used by other researchers to help frame their inquiries (e.g., Hendriks & Scheerens, 2013) and by some large education systems to guide their leadership policies (e.g., Ontario; see Leithwood, 2012) This study is the latest in a series aimed at systematically broadening and deepening the evidence about this integrated leadership model. These studies strive to move beyond the original empirical data used in the development and evolution of this leadership model.…”

Section: Introductionmentioning

confidence: 97%

Direction-setting school leadership practices: a meta-analytical review of evidence about their influence

Sun

Leithwood

2015

School Effectiveness and School Improvement

129

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This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well. This study also inquires about how directionsetting practices influence distal organizational outcomes, including student achievement, conceiving of such influence as traveling along (or influencing variables on) 4 "paths". Standard meta-analysis, narrative review, and effect size summation and averaging were applied on 110 studies involved in this review. The findings of this study, as one in a related series of investigations, inform the further development of a model of successful school leadership practices.

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“…Most "indirect effect" studies are about school leadership effects (Hendriks & Scheerens, 2013). Causal pathways across the levels depicted in Fig.…”

Section: Modelling Educational Effectiveness Hierarchicallymentioning

confidence: 99%

Integrating teacher education effectiveness research into educational effectiveness models

Scheerens

Blömeke

2016

Educational Research Review

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School leadership effects revisited: a review of empirical studies guided by indirect-effect models

Cited by 54 publications

References 29 publications

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

Direction-setting school leadership practices: a meta-analytical review of evidence about their influence

Integrating teacher education effectiveness research into educational effectiveness models

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