The Role of Principal as Leader: Analysis of Variation in Leadership of Urban High Schools

Principal theories of practice : mapping the cognitive structure and effects of instructional leadership

“…Reading scores were unaffected. Blank (1987) noted this finding was confirmed by previous research indicating that student learning in math was less susceptible to negative influences of variables in student homes and the media than was reading achievement. None of the areas of instructional leadership were associated with rates of student attendance.…”

“…Whereas Andrews and Soder's study (1987) focused on elementary principals, Blank (1987) investigated whether students achieved at significantly higher levels in urban high schools where principals engaged in higher levels of instructional leadership.…”

Factors Related to Instructional Leadership Perception and Effect of Instructional Leadership on Organizational Variables: A Meta-Analysis

“…These classifications mainly consist of identifying and defining the school visions, missions and goals, building consensus about school goals, providing the necessary resources for teaching, coordination, management, control and evaluation of teaching and curriculum, monitoring evaluating and developing the staff, creating close relationship and cooperation between staff, regular teaching-learning climate, enabling the support from society and environment, being a role model and teaching source (Andrews & Soder, 1987;Blank, 1987;Daresh & Ching-Jen, 1985;DeBevoise, 1984;Hallinger & Murphy, 1985, l986;Heck, Larsen, & Marcoulides, 1990;Krug, 1992;Reed, Krysinski, Gougeon, & Furman, 1988;Wildly & Dimmock, 1993).…”

The Evolution of Instructional Leadership

“…Indeed, the effective schools research stimulated a growing number of largely North American scholars to undertake empirical investigations of the principal's instructional leadership role (e.g., Andrews and Soder 1987;Bamburg and Andrews 1990;Biester et al 1984;Blank 1987;Blasé 1987;Blasé and Blasé 1996;Braughton and Riley 1991;Brewer 1993;Dwyer et al 1983a, b;Eberts and Stone 1988;Glasman 1983Glasman , 1984Goldring and Pasternak 1994;Goldring and Sullivan 1996;, Hallinger et al 1996Hallinger and Murphy 1985;Heck 1992Heck , 1993Heck et al 1990;Howe 1995;Jones 1987;Krug 1986;Leitner 1994;Leithwood and Montgomery 1986;O'Day 1983;Pounder et al 1995;Sheppard 1996;Snyder and Ebmeier 1992;van de Grift 1989van de Grift , 1990. These studies were directed at building a more substantial empirically grounded knowledge base capable of elucidating the antecedents, practices, and effects of instructional leadership (e.g., Leithwood et al 1990;Heck 1996a, 1998).…”