ERIC Number: EJ922343
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-354X
EISSN: N/A
Leadership Effects on Student Achievement and Sustained School Success
Jacobson, Stephen
International Journal of Educational Management, v25 n1 p33-44 2011
Purpose: The purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high-poverty schools. Design/methodology/approach: The paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School Principalship Project (ISSPP). Findings: Direction setting, developing people and redesigning the organization were practices common to successful principals in all contexts, including those in challenging, high-poverty schools. How these practices manifested varied in relation to national context and tradition. Distributed teacher leadership and professional self-renewal emerged as processes central to sustaining success, and, in at least one US case, a change in organizational governance was necessary to allow these processes to continue over time. Originality/value: The paper adds to the literature on leadership effects on student achievement and sustaining school success, especially in challenging high-poverty schools.
Descriptors: Poverty, Academic Achievement, Longitudinal Studies, Administrator Effectiveness, Leadership, Principals, At Risk Students, Disadvantaged Schools, Literature Reviews, Administrator Role, Leadership Styles, Participative Decision Making, Professional Development, Success, Governance, School Effectiveness, Competence
Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A