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

2021 ◽  
pp. 100423
Author(s):  
Huang Wu ◽  
Jianping Shen
Keyword(s):  
Student Achievement ◽  
Principal Leadership ◽  
Meta Analysis ◽  
Leadership And Student Achievement

scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

A bibliometric analysis of research on principal leadership and student achievement

2019 ◽  
Vol 6 (7) ◽  
pp. 55-61
Author(s):  
Nedim Ozdemir
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
Bibliometric Analysis ◽  
Principal Leadership ◽  
Temporal Analysis ◽  
School Principal ◽  
Leadership And Student Achievement ◽  
Bibliometric Review ◽  
And Performance

This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture. Keywords: School principal, academic achievement, bibliometric analysis.

scholarly journals The association between teacher leadership and student achievement: A meta-analysis

2020 ◽  
Vol 31 ◽  
pp. 100357 ◽  
Author(s):  
Jianping Shen ◽  
Huang Wu ◽  
Patricia Reeves ◽  
Yunzheng Zheng ◽  
Lisa Ryan ◽  
...  
Keyword(s):  
Student Achievement ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Leadership And Student Achievement

scholarly journals The influence of school leadership and teacher performance on the learning achievement of middle school students

2021 ◽  
Vol 6 (2) ◽  
pp. 487
Author(s):  
Dhidhik Eni Rustiyah ◽  
Nur Ahyani ◽  
Dessy Wardiah
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Correlation Coefficient ◽  
Principal Leadership ◽  
Teacher Performance ◽  
Multiple Correlation Coefficient ◽  
Coefficient Of Determination ◽  
Test Results ◽  
School Students ◽  
Data Collection Technique

This study aims to determine and describe the influence of principal leadership and teacher performance on student achievement in SMA NegeriLubuk Raja OganKomeringUlu (OKU) District. The method used is a quantitative method. The data collection technique used was a questionnaire. The results of the study can be concluded that the test results show that the higher the effective leadership of the principal, the higher the student achievement squared the correlation coefficient between the two variables is 0.588. The square of the correlation coefficient between the two variables (r2y2) of 0.5069 can be interpreted that if other variables are not controlled, then 50.69% of the proportion of student achievement variance can be explained by the level of teacher performance. and the multiple correlation coefficient between the two independent variables with the dependent variable Ry.12 of 0.684. From the correlation coefficient, the coefficient of determination (R2) of 0.684 means that 68.40% of the proportion of student achievement variants can be explained jointly by the principal's leadership and teacher performance.

Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis

2019 ◽  
Vol 121 (9) ◽  
pp. 1-32
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Improvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Mediation Analysis ◽  
School Safety ◽  
Organizational Processes ◽  
Organizational Growth ◽  
School Conditions

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sijia Zhang ◽  
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Student Outcomes ◽  
Positive Influence ◽  
Reading Literacy ◽  
School Leadership Practices ◽  
Mathematics And Science ◽  
Combined Data

This study examined how school leadership, parental involvement, disciplinary climate can collectively impact students' perceptions on reading and student achievement. The sample was obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school leadership practices, the greater the degree of parental involvement and disciplinary climate, thus higher levels of students' perceptions on reading and better student achievement. The results indicated the school leadership did have an indirect positive influence on student outcomes (students' perception on reading, and student achievement.

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

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