Principals' direct interaction with individual students: A missing piece in principal leadership research

Moosung Lee, Allan Walker, Geoffrey Riordan

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review

Abstract

Over the last three decades, school leadership research exploring principals’ effects on student learning outcomes clearly indicates that principal leadership is the second most significant in-school factor shaping student learning outcomes (see Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Heck & Hallinger, 2009; Leithwood & Louis, 2012; Robinson, Lloyd, & Rowe, 2008; Scheernes, 2012). Prior studies also suggest that principals’ effects on student learning are indirect (Hallinger & Heck, 1996) suggesting that principals affect student learning outcomes by influencing teaching practices such as instruction, curriculum development, and collaboration. The indirect model of principals’ effects on student learning has not only been empirically demonstrated by accumulated studies, but it also makes sense conceptually, given that principals rarely teach students in classroom settings.
Original languageEnglish
Title of host publicationHow School Principals Use Their Time
Subtitle of host publicationImplications for School Improvement, Administration and Leadership
EditorsMoosung Lee, Katina Pollock, Pierre Tulowitzki
Place of PublicationUnited Kingdom
PublisherTaylor & Francis
Chapter5
Pages75-92
Number of pages18
ISBN (Electronic)9781000388374
ISBN (Print)9780367347796
DOIs
Publication statusPublished - 2 May 2021

Fingerprint

Dive into the research topics of 'Principals' direct interaction with individual students: A missing piece in principal leadership research'. Together they form a unique fingerprint.

Cite this