| Authors |
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B. Witziers
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R.J. Bosker
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M.L. Krüger
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| Publication date |
2003
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| Journal |
Educational Administration Quarterly
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| Volume | Issue number |
39 | 3
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| Pages (from-to) |
398-425
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| Organisations |
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Faculty of Social and Behavioural Sciences (FMG) - Research Institute of Child Development and Education (RICDE)
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Related parties - The Kohnstamm Instituut
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| Abstract |
This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small positive effects found in this meta-analysis confirm earlier research findings on the limitations of the direct effects approach to linking leadership with student achievement. Finally, lines of future research inquiry are discussed.
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| Document type |
Article
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| Language |
English
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| Published at |
https://doi.org/10.1177/0013161X03253411
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