File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/0305764X.2016.1221885
- Scopus: eid_2-s2.0-84984918818
- WOS: WOS:000427936200003
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Examining school leadership effects on student achievement: The role of contextual challenges and constraints
Title | Examining school leadership effects on student achievement: The role of contextual challenges and constraints |
---|---|
Authors | |
Keywords | achievement context contingency theory principals School leadership |
Issue Date | 2018 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp |
Citation | Cambridge Journal of Education, 2018, v. 48 n. 1, p. 21-45 How to Cite? |
Abstract | The 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 Identifier | http://hdl.handle.net/10722/229594 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 1.170 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Tan, CY | - |
dc.date.accessioned | 2016-08-23T14:12:05Z | - |
dc.date.available | 2016-08-23T14:12:05Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Cambridge Journal of Education, 2018, v. 48 n. 1, p. 21-45 | - |
dc.identifier.issn | 0305-764X | - |
dc.identifier.uri | http://hdl.handle.net/10722/229594 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp | - |
dc.relation.ispartof | Cambridge Journal of Education | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Cambridge Journal of Education on 2 Sep 2016, available online at: http://www.tandfonline.com/doi/abs/10.1080/0305764X.2016.1221885 | - |
dc.subject | achievement | - |
dc.subject | context | - |
dc.subject | contingency theory | - |
dc.subject | principals | - |
dc.subject | School leadership | - |
dc.title | Examining school leadership effects on student achievement: The role of contextual challenges and constraints | - |
dc.type | Article | - |
dc.identifier.email | Tan, CY: tancy@hku.hk | - |
dc.identifier.authority | Tan, CY=rp01826 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/0305764X.2016.1221885 | - |
dc.identifier.scopus | eid_2-s2.0-84984918818 | - |
dc.identifier.hkuros | 262014 | - |
dc.identifier.volume | 48 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 21 | - |
dc.identifier.epage | 45 | - |
dc.identifier.isi | WOS:000427936200003 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0305-764X | - |