Session Information
26 SES 09 A, School Leadership and Student Achievement: Cross Cultural Perspectives
Symposium
Contribution
Abstract Associating school leadership and student achievement: a review of the literature Helen Burns (Newcastle University), Carl Bagley (Durham University), Stephen Clough (Durham University) Helen.burns@newcastle.ac.uk, c.a.bagley@durham.ac.uk Keywords: school leadership, student achievement, school transformation This paper explores the scope of literature in relation to associations between school leadership and student achievement. Simultaneously contributing to the field of school transition and transformation, the paper informs and situates the evaluation of an Erasmus+ project, SLT4AA (School Leadership Toolkit for Accelerating Achievement), which tackles the challenge of addressing inequality in European school systems by improving the skills of school leaders. The project assumes that school leadership supports student achievement. To evaluate this work and address broader issues in the field, it is necessary to establish whether previous research suggests that this is or is not the case and to understand the scope of existing coverage. Initial exploration suggests that mainly, literature pre-supposes and discusses the relationships of types of leadership with types of student achievement. Far less discussion questions or disputes the existence of these links. Within the former approach, key themes include effective leadership practices for student achievement (e.g.; Sun and Leithwood, 2012, Leithwood and Mascall, 2008, Day et al, 2011, Heck, 2009, Valentine and Prater 2011, Yildirim et al, 2007, Jacobson, 2011), contextual perspectives (e.g.; Heck, 1993, Wiley, 2001, Melton et al, 2013) and subject specific impacts (e.g.; Shin and Slater, 2010, Hallinger et al, 1996). Literature which questions a link between leadership and student achievement (e.g.; Hallinger and Heck, 2009, Leithwood and Jantzi, 2007, Tymms, 2007) is relatively rare. There is a general reliance on quantitative methods with less emphasis on qualitative approaches and experiential, situated perspectives (exceptions include Wiley, 2001, Hoog et al, 2009, Day et al 1999). While reviews such as Leithwood and Jantzi, 2007, provide relatively recent insight into the subject area, an updated overview which establishes arguments for and against the relationships in question and details qualitative insights might develop the field in reaching the heart of contextual situations. Intended publication: Educational Management and Leadership
References
Hallinger, P. & Heck, R.H. (1996) Reassessing the Principals role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32:1, 5-44 Hoog, J., Johansson, O., Olofsson, A. (2009) Swedish successful schools revisited. Journal of Educational Administration, 47:6, 742 - 752 Jacobson, S. (2011) Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25:1, 33 – 44 Leithwood, K. & Jantzi, D (2005) A Review of Transformational School Leadership Research 1996–2005. Leadership and Policy in Schools, 4:3, 177-199 Melton, T.D., Malloy, B.J. Chance, L. (2013) The relationship of leadership and student achievement across societal cultures. Procedia – social and Behavioural Sciences, 106, 3052-3061 Searle, J. & Tymms, P. (2007) The impact of headteachers on the performance and attitudes of pupils. In: O’Shaughessy, J. (Ed.) The leadership effect. Can headteachers make a difference? Policy Exchange, 18-42 Shin, S.H & Slater, C.L. (2010) Principal leadership and mathematics achievement: an international comparative study. School Leadership & Management: Formerly School Organisation, 30:4, 317-334 Valentine, J.W. & Prater, M. (2011) Instructional and Transformational Leadership and Student Achievement: High School Principals make a difference. NASSP Bulletin, 95:1, 5-30 Wiley, S.D.(2007) Contextual effects on student achievement: school leadership and professional community. Journal of Educational Change, 2, 1-33
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