NotesFAQContact Us
Search Tips
ERIC Number: ED332341
Record Type: Non-Journal
Publication Date: 1990-Jun
Pages: 42
Abstractor: N/A
Reference Count: N/A
What Makes a Difference? School Context, Principal Leadership, and Student Achievement. NCEL Occasional Paper No. 3.
Hallinger, Philip; And Others
Focusing primarily on the role of educational leaders, this document analyzes what makes a difference in school learning. After a brief review of literature on the relationship between administrative leadership and student learning, aspects of the Far West Laboratory Instructional Leadership Model (the FWL model) used in the current analyses are described: (1) antecedents of leadership such as community contexts, instructional contexts, personal beliefs and experiences, gender, and personal characteristics; (2) principal leadership; and (3) consequences of principal leadership, such as instructional climate and instructional organization, that affect student outcomes. Next, this document reports on a secondary analysis of data collected from 98 elementary schools as part of the Tennessee School Improvement Incentives Program. Participant recruitment, data collection, and the variables studied, such as mission, instructional leadership, opportunity to learn, teacher expectations, and parental involvement, are explored. Study results are described in relation to each aspect of the FWL model. Last, implications of the FWL model for further study and for new conceptualizations of principal leadership are suggested. (55 references) (CLA)
Publication Sales, National Center for Educational Leadership, Harvard Graduate School of Education, 443 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4.00).
Publication Type: Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners; Policymakers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Nashville, TN.
Identifiers - Location: Tennessee