scholarly journals School leadership and educational effectiveness

2019 ◽  
Vol 24 ◽  
pp. 17-36 ◽  
Author(s):  
Rimantas Želvys ◽  
Rita Dukynaitė ◽  
Jogaila Vaitekaitis ◽  
Audronė Jakaitienė
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Power Distribution ◽  
School Effectiveness ◽  
Educational Effectiveness ◽  
The Right ◽  
Meta Analyses ◽  
School Decentralization ◽  
School Heads

This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.

scholarly journals Instructional Leadership in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 537-547
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Teacher Development ◽  
Teaching And Learning ◽  
School Leaders ◽  
Secondary Data ◽  
Strong Relationship ◽  
Ministry Of Education ◽  
The Right ◽  
Improving Student Achievement

Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.

scholarly journals Meta-analysis of school leadership effects on student achievement in USA and Turkey

2018 ◽  
Vol 13 (4) ◽  
pp. 590-603
Author(s):  
Sengul Uysal ◽  
Yılmaz Sarıer
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Effect Size ◽  
Best Practice ◽  
Research Study ◽  
Meta Analysis ◽  
The Usa ◽  
Positive Effect ◽  
Modest Level

This research study aims to investigate the effects of school leadership on student achievement in USA and Turkey. The method of meta-analysis is used to calculate the effect size of school leadership on student achievement. Thirty-nine research studies were included in this study. However, several publications included in the research have examined more than one leadership approach. Due to this reason, the dataset used in 39 publications was determined as 68 in total. The results of the analyses performed with a random-effects model revealed that school leadership has a small but positive effect on student achievement in general. However, in Turkey, the effect size is at a modest level, while it is small in the USA. Considering the findings of the study, it can be proposed that professional development opportunities should be supported for the best practice of instructional leadership behaviours. Keywords: Achievement, meta-analysis, school leadership, Turkey, USA

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

scholarly journals Relationship between the Adherence to National Competency-Based Standards and the Professional Profile of School Heads in Northern Samar, Philippines

2021 ◽  
pp. 13-25
Author(s):  
Xavier M. Ultra
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
School Leadership ◽  
School Performance ◽  
Leadership Skills ◽  
Hr Management ◽  
Professional Profile ◽  
Competency Based ◽  
School Heads ◽  
Supervisory Experience

A descriptive study sought to determine the school heads’ adherence to the national competency-based standards and its relationship to the professional profile of the school heads in the Division of Northern Samar was done. This study used the descriptive-correlational research design which the questionnaire was patterned from studies on leadership and National Competency-Based Standards for School Heads (NCBS-SH) TDNA tool. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative districts of the province of Northern Samar. The respondents answered a survey questionnaire developed from the standards of Department of Education. This study found out that most of the school heads have earned master’s degree, are principal’s test passers, had more than 10 years of administrative and supervisory experience and had limited number of exposures to trainings. All the indicators of leadership skills were very highly observed. On the test of relationship between the professional profile of the school heads and their adherence to National Competency-Based Standards, administrative and supervisory experience and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Also, administrative, and supervisory trainings attended and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Respondents’ leadership skills and NCBS-SH domains, leadership skills have significant correlation to all the NCBS-SH domains. From the test of relationship between the professional profile of the school heads and the school performance, only eligibility and administrative and supervisory experience are significantly correlated to SBM level of practice. The test of relationships between school heads’ adherence to national competency-based standards and school performance, the school leadership is significantly correlated to SBM level of practice.

scholarly journals Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

2021 ◽  
Author(s):  
Rosa Dania ◽  
Dwi Esti Andriani
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Role ◽  
Structured Interviews ◽  
Student Parents ◽  
Public Elementary Schools

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

School leadership and its impact on student achievement

2016 ◽  
Vol 30 (6) ◽  
pp. 941-958 ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Transformational Leadership ◽  
School Climate ◽  
Instructional Leadership ◽  
School Leadership ◽  
Student Outcomes ◽  
Leadership Behaviors ◽  
Teacher Job Satisfaction ◽  
Content Type

Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.

Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes

2020 ◽  
pp. 174114322093545
Author(s):  
Cheng Yong Tan ◽  
Lin Gao ◽  
Meijia Shi
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Effectiveness ◽  
Meta Analysis ◽  
Second Order ◽  
Effect Sizes ◽  
Positive Effects ◽  
Leading Schools ◽  
Meta Analyses

The present study addresses the question of whether school leadership matters. It employs second-order meta-analysis to synthesize results from 12 first-order meta-analyses examining school leadership effects published 2003–2019. These meta-analyses collectively examined 512 primary studies published across four decades (1978–2019). Results showed that the overall mean effect size for school leadership was small in magnitude ( r = .33). Effect sizes for leadership models were larger than those for leadership practices, thereby indicating the utility of examining models as compared to practices for understanding leadership influence. Relatedly, findings of significant positive effects for eight different school leadership practices underscore the need to examine comprehensively the scope of school leaders’ work beyond that related to teaching-and-learning. Additionally, leaders require myriad competencies and skills including how to galvanize, motivate and equip teachers to achieve school goals. The substantially larger mean effect sizes for organizational and teacher as compared to student outcomes challenge the assertion by some that principals are less consequential than teachers in contributing to school effectiveness. Indeed, the larger effect sizes for principals as compared to other types of leaders reflect the key role they play in leading schools.

scholarly journals Instructional Leadership in Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 424
Author(s):  
Roslizam Hassan ◽  
Jamilah Ahmad ◽  
Yusof Boon
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Teacher Development ◽  
Teaching And Learning ◽  
School Leaders ◽  
Secondary Data ◽  
Strong Relationship ◽  
Ministry Of Education ◽  
The Right ◽  
Improving Student Achievement

Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced. 

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

2011 ◽  
Vol 21 (6) ◽  
pp. 789-818 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
C. John Tarter
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
School Performance ◽  
School Effectiveness ◽  
Systems Approach ◽  
Open Systems ◽  
School Outcomes ◽  
Regression Analyses ◽  
Individual Culture ◽  
Systems Model

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

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