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Article: Contrasting effects of instructional leadership practices on student learning in a high accountability context

TitleContrasting effects of instructional leadership practices on student learning in a high accountability context
Authors
KeywordsAcademic Staff
Accountability
Direct Supervision Of Instruction
Hong Kong
Instructional Management
Leadership
Principal Instructional Leadership
Secondary Schools
Student Outcomes
Students
Issue Date2012
PublisherEmerald Group Publishing Limited. The Journal's web site is located at http://www.emeraldinsight.com/jea.htm
Citation
Journal Of Educational Administration, 2012, v. 50 n. 5, p. 586-611 How to Cite?
AbstractPurpose: The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments. Design/methodology/approach: This study utilizes standardized test scores collected from (n=2,037) students in 42 secondary schools and data collected from key staff's perceptions of leadership practices, to investigate two dimensions of instructional leadership, which are conceptually interdependent but distinctive - i.e. instructional management and direct supervision of instruction. A cross-level interaction analysis of hierarchical linear modeling was employed to investigate the effects of the two dimensions of instructional leadership on student learning. Findings: Leadership practices focused on instructional management were found to enhance student learning by boosting the positive effect of students' attachment to their school on academic achievement. In contrast, leadership practices related to direct supervision of instruction were found to undermine student learning by weakening the positive effect of student perceptions of school attachment on academic performance when other school- and student-level characteristics are held constant. Originality/value: The paper reveals the contrasting effects of instructional leadership as a multi-dimensional construct which is central in the current education reform agenda, rooted in accountability-oriented policy of Hong Kong. It draws a number of implications for principal instructional leadership in Hong Kong Schools as they deal with demands for external accountability. © Emerald Group Publishing Limited.
Persistent Identifierhttp://hdl.handle.net/10722/175538
ISSN
2015 SCImago Journal Rankings: 0.848
References

 

DC FieldValueLanguage
dc.contributor.authorLee, Men_US
dc.contributor.authorWalker, Aen_US
dc.contributor.authorChui, YLen_US
dc.date.accessioned2012-11-26T08:59:06Z-
dc.date.available2012-11-26T08:59:06Z-
dc.date.issued2012en_US
dc.identifier.citationJournal Of Educational Administration, 2012, v. 50 n. 5, p. 586-611en_US
dc.identifier.issn0957-8234en_US
dc.identifier.urihttp://hdl.handle.net/10722/175538-
dc.description.abstractPurpose: The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments. Design/methodology/approach: This study utilizes standardized test scores collected from (n=2,037) students in 42 secondary schools and data collected from key staff's perceptions of leadership practices, to investigate two dimensions of instructional leadership, which are conceptually interdependent but distinctive - i.e. instructional management and direct supervision of instruction. A cross-level interaction analysis of hierarchical linear modeling was employed to investigate the effects of the two dimensions of instructional leadership on student learning. Findings: Leadership practices focused on instructional management were found to enhance student learning by boosting the positive effect of students' attachment to their school on academic achievement. In contrast, leadership practices related to direct supervision of instruction were found to undermine student learning by weakening the positive effect of student perceptions of school attachment on academic performance when other school- and student-level characteristics are held constant. Originality/value: The paper reveals the contrasting effects of instructional leadership as a multi-dimensional construct which is central in the current education reform agenda, rooted in accountability-oriented policy of Hong Kong. It draws a number of implications for principal instructional leadership in Hong Kong Schools as they deal with demands for external accountability. © Emerald Group Publishing Limited.en_US
dc.languageengen_US
dc.publisherEmerald Group Publishing Limited. The Journal's web site is located at http://www.emeraldinsight.com/jea.htmen_US
dc.relation.ispartofJournal of Educational Administrationen_US
dc.subjectAcademic Staffen_US
dc.subjectAccountabilityen_US
dc.subjectDirect Supervision Of Instructionen_US
dc.subjectHong Kongen_US
dc.subjectInstructional Managementen_US
dc.subjectLeadershipen_US
dc.subjectPrincipal Instructional Leadershipen_US
dc.subjectSecondary Schoolsen_US
dc.subjectStudent Outcomesen_US
dc.subjectStudentsen_US
dc.titleContrasting effects of instructional leadership practices on student learning in a high accountability contexten_US
dc.typeArticleen_US
dc.identifier.emailLee, M: moosung1@hku.hken_US
dc.identifier.authorityLee, M=rp01634en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1108/09578231211249835en_US
dc.identifier.scopuseid_2-s2.0-84865109873en_US
dc.identifier.hkuros217602-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84865109873&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume50en_US
dc.identifier.issue5en_US
dc.identifier.spage586en_US
dc.identifier.epage611en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLee, M=36544220200en_US
dc.identifier.scopusauthoridWalker, A=7403911246en_US
dc.identifier.scopusauthoridChui, YL=55339197200en_US

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