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Article: Examining school leadership effects on student achievement: The role of contextual challenges and constraints

TitleExamining school leadership effects on student achievement: The role of contextual challenges and constraints
Authors
Issue Date2016
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp
Citation
Cambridge Journal of Education, 2016 How to Cite?
AbstractThe present study examined indirect effects of principal leadership on the mathematics achievement of 254,475 15-year-old students from 10,313 schools in 32 OECD economies. Results showed that the students could be divided into three categories (Disadvantaged, Average, and Privileged) differing in levels of student SES and prior achievement, parental academic expectations, and access to school resources. Results also showed that principal leadership effects accounted for a greater proportion of between-school achievement variance for Disadvantaged vis-a-vis Privileged or Average students. In particular, instructional leadership had the largest positive effect on Disadvantaged vis-a-vis other students’ achievement via the mediating variables of teacher autonomy and morale. Distributed leadership negatively affected the achievement of Disadvantaged but not other students. The negative effects of principal goal-setting were the largest while those of principal problem-solving were the smallest for Disadvantaged students. The study contributes to the literature by examining contextual influences on the leadership-achievement relationship.
Persistent Identifierhttp://hdl.handle.net/10722/229594
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 0.469

 

DC FieldValueLanguage
dc.contributor.authorTan, CY-
dc.date.accessioned2016-08-23T14:12:05Z-
dc.date.available2016-08-23T14:12:05Z-
dc.date.issued2016-
dc.identifier.citationCambridge Journal of Education, 2016-
dc.identifier.issn0305-764X-
dc.identifier.urihttp://hdl.handle.net/10722/229594-
dc.description.abstractThe present study examined indirect effects of principal leadership on the mathematics achievement of 254,475 15-year-old students from 10,313 schools in 32 OECD economies. Results showed that the students could be divided into three categories (Disadvantaged, Average, and Privileged) differing in levels of student SES and prior achievement, parental academic expectations, and access to school resources. Results also showed that principal leadership effects accounted for a greater proportion of between-school achievement variance for Disadvantaged vis-a-vis Privileged or Average students. In particular, instructional leadership had the largest positive effect on Disadvantaged vis-a-vis other students’ achievement via the mediating variables of teacher autonomy and morale. Distributed leadership negatively affected the achievement of Disadvantaged but not other students. The negative effects of principal goal-setting were the largest while those of principal problem-solving were the smallest for Disadvantaged students. The study contributes to the literature by examining contextual influences on the leadership-achievement relationship.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp-
dc.relation.ispartofCambridge Journal of Education-
dc.titleExamining school leadership effects on student achievement: The role of contextual challenges and constraints-
dc.typeArticle-
dc.identifier.emailTan, CY: tancy@hku.hk-
dc.identifier.authorityTan, CY=rp01826-
dc.identifier.doi10.1080/0305764X.2016.1221885-
dc.identifier.hkuros262014-
dc.publisher.placeUnited Kingdom-

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