The association between principal leadership and student achievement: A multivariate meta-meta-analysis

Wu, Huang; Shen, Jianping

doi:10.1016/j.edurev.2021.100423

Cited by 36 publications

(23 citation statements)

References 62 publications

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“…In recent times it is committed to modalities in an instruction where the teacher is an advisor or the student takes more freedom in their decisions in class, nevertheless, all instruction must incorporate a transmission of information and the stimulus that the teacher manages to bring, the participation of the teacher constitutes a role that to a greater or lesser degree serves as a guide and an ambassador in the school context. The provision of guided instruction yields a positive relationship in student performance, this effort is moderated by the educational contexts for the effectiveness of the knowledge conveyed [28].…”

Section: Literature Reviewmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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Section: Literature Reviewmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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“…Recently, Jalapang and Raman (2020) found that school leadership affects students' academic achievement. Smith (2016) and Wu (2020) concluded that the leadership styles of school principals do affect students' academic performance.…”

Section: School Effectivenessmentioning

confidence: 99%

“…One of the agendas stated in Malaysia Education Blueprint 2013-2025 is to provide appropriate education to develop students at early stages (Ministry of Education Malaysia, 2013) as input for Malaysia to produce highly skilled human resources to make Malaysia a country that grows sustainably with the changing times by 2030 (Malaysia, 2018). Thus, to achieve this goal, the Ministry of Education emphasizes developing principals to become effective leaders due to many researchers claim that effective schools are influenced by the school principals (Leithwood, Harris, & Hopkins, 2019;Wallace Foundation, 2013;Wu, 2020). However, one question arises: What leadership styles of school principals significantly affect the school's effectiveness?…”

Section: Introductionmentioning

confidence: 99%

The Effect of Self-Efficacy Beliefs of School Administrators on Sustainable Leadership Characterictics

Yavaş

2022

eqr

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In today's world, where material and spiritual resources are consumed much faster, different leadership roles of school administrators come to the fore in the success and effectiveness of schools. One of these leadership roles is sustainable leadership characteristics. In this research, the effect of school administrators' self-efficacy beliefs on sustainable leadership characteristics was examined. 615 school administrators (238, 38.7% principal, 377 61.3% vice principal) and 883 teachers who work in state primary, secondary and high schools in Turkey participated in the research voluntarily. In the research, a self-efficacy scale was applied to school administrators so that it could be possible to determine the self-efficacy beliefs of school administrators. The sustainable leadership characteristics of the school administrators were tried to be determined by asking the teachers working in the same school about the sustainable leadership characteristics of the school administrators. According to the research findings, it was determined that there is a statistically significant relationship between school administrators' self-efficacy beliefs and sustainable leadership characteristics. This significant relationship has led to the conclusion that the self-efficacy belief of school administrators can be considered as a predictive variable (20%) of sustainable leadership characteristics. Suggestions were made to strengthen the sustainable leadership characteristics of school administrators and to work with different variables.

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“…As an educational leader, the principal has a huge role in developing a harmonious working spirit and cooperation, an interest in the development of the world of education, the result of the professional quality of the teachers he leads, and the quality of students or in general is primarily determined by the quality of school leaders (principals) (Soim, 2019); (Wu & Shen, 2022).…”

Section: Introductionmentioning

confidence: 99%

Principal's Leadership Strategy in Developing the Quality of Teacher Resources

Anwar

2022

Al-Hayat J. Islamic. E.

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Miftahul Huda Keringan Nganjuk Islamic Elementary School (SDI) is a favourite school in the Nganjuk district which has very encouraging achievements, and many are obtained from qualified teachers. Quality teachers cannot be separated from the principal's leadership strategy in developing teacher resources in the school. The method carried out by the principal is to develop teaching resources. This study aimed to explain the principal's strategy in developing teacher resources at SDI Miftahul Huda. This study uses an interpretive paradigm through a qualitative approach, the type of case study. Data was obtained from the principal directly as well as teachers and students. Data collection techniques using in-depth interviews, observation and documentation. Miles and Huberman's qualitative analysis model data analysis data reduction, data display and verification. They check the data's validity using triangulation; credibility, transferability, depandibility and confirmability. The study results show that various forms of the principal's strategy participate in multiple activities such as workshops, training and comparative studies at the national and international levels. The principal is the key to the school's success in carrying out development. So that activities to improve and improve programs in schools mainly lie with the principal himself.

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The association between principal leadership and student achievement: A multivariate meta-meta-analysis

Cited by 36 publications

References 62 publications

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

The Effect of Self-Efficacy Beliefs of School Administrators on Sustainable Leadership Characterictics

Principal's Leadership Strategy in Developing the Quality of Teacher Resources

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