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Examining school leadership effects on student achievement: the role of contextual challenges and constraints.

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Title: Examining school leadership effects on student achievement: the role of contextual challenges and constraints.
Authors: Tan, Cheng Yong (AUTHOR)
Source: Cambridge Journal of Education. Feb2018, Vol. 48 Issue 1, p21-45. 25p. 7 Charts.
Subjects: Academic achievement, School administration, College entrance examinations, High school principals, Mathematics education (Secondary), Educability, Teenagers, Secondary education
Geographic Terms: OECD countries
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, andPrivileged) 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 forDisadvantagedvis-à-visPrivilegedorAveragestudents. In particular, instructional leadership had the largest positive effect onDisadvantagedvis-à-vis other students’ achievement via the mediating variables of teacher autonomy and morale. Distributed leadership negatively affected the achievement ofDisadvantagedbut not other students. The negative effects of principal goal-setting were the largest while those of principal problem-solving were the smallest forDisadvantagedstudents. The study contributes to the literature by examining contextual influences on the leadership–achievement relationship. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Examining school leadership effects on student achievement: the role of contextual challenges and constraints.
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  Data: <searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br /><searchLink fieldCode="DE" term="%22College+entrance+examinations%22">College entrance examinations</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+principals%22">High school principals</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Secondary%29%22">Mathematics education (Secondary)</searchLink><br /><searchLink fieldCode="DE" term="%22Educability%22">Educability</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22OECD+countries%22">OECD countries</searchLink>
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  Data: 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, andPrivileged) 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 forDisadvantagedvis-à-visPrivilegedorAveragestudents. In particular, instructional leadership had the largest positive effect onDisadvantagedvis-à-vis other students’ achievement via the mediating variables of teacher autonomy and morale. Distributed leadership negatively affected the achievement ofDisadvantagedbut not other students. The negative effects of principal goal-setting were the largest while those of principal problem-solving were the smallest forDisadvantagedstudents. The study contributes to the literature by examining contextual influences on the leadership–achievement relationship. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0305764X.2016.1221885
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      – Code: eng
        Text: English
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        PageCount: 25
        StartPage: 21
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: College entrance examinations
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      – SubjectFull: High school principals
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      – SubjectFull: Mathematics education (Secondary)
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      – SubjectFull: Educability
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      – SubjectFull: Teenagers
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      – SubjectFull: Secondary education
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      – SubjectFull: OECD countries
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              Text: Feb2018
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