scholarly journals How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis

2021 ◽  
pp. 174114322110614
Author(s):  
Cheng Yong Tan ◽  
Clive Dimmock ◽  
Allan Walker
Keyword(s):  
School Leadership ◽  
Student Outcomes ◽  
Leadership Practices ◽  
Meta Analysis ◽  
School Level ◽  
Teacher Capacity ◽  
Grade Levels ◽  
Learning Attitudes ◽  
School Leadership Practices ◽  
Independent Effects

The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r  = 0.14. Effect sizes for leadership practices ranged from r’s  = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).

scholarly journals Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Emmanuel Defever ◽  
Michelle Jones
Keyword(s):  
Physical Activity ◽  
School Leadership ◽  
School Environment ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Realist Review ◽  
School Level ◽  
School Settings ◽  
Physical Activity Interventions ◽  
Rapid Realist Review

Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.

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.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

Analyzing abusive school leadership practices through the lens of social justice

2019 ◽  
Vol 33 (4) ◽  
pp. 546-555
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Performance ◽  
Leadership Practices ◽  
Social Institutions ◽  
Teacher Behavior ◽  
Content Type ◽  
Depth Analysis ◽  
Conceptual Paper ◽  
School Leadership Practices

Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

School leadership practices of Portuguese principals: Matching perceptions of principals and teachers.

2020 ◽  
Vol 14 (5) ◽  
pp. 1
Author(s):  
José Matias Alves ◽  
Rosario Serr�ão Cunha ◽  
Maria Da Conceiç�ão Andrade Silva ◽  
Ilídia Cabral
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
School Leadership Practices
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