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ERIC Number: ED543546
Record Type: Non-Journal
Publication Date: 2008-Mar
Pages: 37
Abstractor: ERIC
Key Issue: Identifying How Highly Effective Leaders Support Teachers
National Comprehensive Center for Teacher Quality
The effectiveness of teachers is shaped, at least in part, by the effectiveness of the school principal. Leithwood, Seashore Louis, Anderson, and Wahlstrom (2004) find that the total direct and indirect effects of school leadership on student learning account for one quarter of total school effects, claiming, "Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school" (Leithwood, et al., 2004, p. 5). Moreover, they find that the effect of leadership is largest in the schools where it is needed the most. Although research has yet to determine the exact dynamics of the relationship between leadership quality and teacher quality, they are inextricably intertwined. Given the important role teachers have in improving student achievement, securing an adequate teacher supply in terms of numbers, quality, motivation, and morale is among the most important responsibilities of effective school leaders. Fortunately, there is much that an effective school leader can do to improve the effectiveness and retention rates of teaching staff. This paper presents strategies for supporting highly effective teachers. A list of resources that provide helpful information about implementing these strategies is presented.
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Grant or Contract Numbers: N/A