Educational leadership and student achievement: the elusive search for an association

Authors
  • B. Witziers
  • R.J. Bosker
  • M.L. Krüger
Publication date 2003
Journal Educational Administration Quarterly
Volume | Issue number 39 | 3
Pages (from-to) 398-425
Organisations
  • Faculty of Social and Behavioural Sciences (FMG) - Research Institute of Child Development and Education (RICDE)
  • Related parties - The Kohnstamm Instituut
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.
Document type Article
Language English
Published at
https://doi.org/10.1177/0013161X03253411 (Final published version)
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