![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This study examines the relationship between principals’ leadership and student achievement. Based on the Programme for International Student Assessment (PISA) 2015 United States data, a two-level hierarchical linear model (HLM) with students nested within principals and schools was applied. The findings showed (a) that principals’ rating of their own overall leadership was statistically negatively related to student achievement, (b) that among the four subscales of principal self-rated leadership, instructional leadership was statistically positively related to student achievement, while leadership for teacher development was negatively related to student achievement and (c) that principal leadership’s effect on student achievement was moderated by school contextual variables. Implications of the findings were discussed.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. For further information, see OECD (Citation2016b). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA. Paris: OECD Publishing.
Additional information
Notes on contributors
Huang Wu
Mr. Huang Wu is currently a Ph.D. student in educational leadership program with a concentration in organizational analysis at Western Michigan University.
Xingyuan Gao
Dr. Xingyuan Gao is an assistant professor in the Department of Education at East China Normal University. He earned his Ph.D. in educational leadership from Western Michigan University. His areas of research include educational change, organizational theories, and data-informed decision making.
Jianping Shen
Dr. Jianping Shen is the John E. Sandberg Professor of Education and currently the Gwen Frostic Endowed Chair in the Department of Educational Leadership, Research and Technology at Western Michigan University. He earned a Ph.D. in educational leadership and policy studies from University of Washington. He teaches, among other courses, leadership theory, policy analysis, research methods, and dissertation seminar. His research interests include leadership theory, data-informed decision making, teacher retention and attrition, alternative certification, systemic change, and others, using both quantitative and qualitative methodologies. Dr. Shen has directed or co-directed several large, externally funded projects.