4,618
Views
26
CrossRef citations to date
0
Altmetric
Article

Principal Leadership and School Performance: An Examination of Instructional Leadership and Organizational Management

, , , &

References

  • Barnes, C. A., Camburn, E., Sanders, B. R., & Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly, 46(2), 241–279. doi:10.1177/1094670510361748
  • Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
  • Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Erlbaum.
  • Boberg, J. E., & Bourgeois, S. J. (2016). The effects of integrated transformational leadership on achievement. Journal of Educational Administration, 54(3), 357–374. doi:10.1108/JEA-07-2014-0086
  • Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64. doi:10.1177/0013161X82018003004
  • Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017). How leaders agree with teachers in schools on measures of leadership practice: A two-level latent class analysis of the Comprehensice Assessment of Leadership for Learning. Teachers College Record, 119(4), 1– 66.
  • Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017). How leaders agree with teachers in schools on measures of leadership practice: A two-level latent class analysis of the comprehensive assessment of leadership for learning. Teachers College Record, 119(1).
  • Boyce, J., & Bowers, A. J. (2016). Principal turnover: Are there different types of principals who move from or leave their schools? A latent class analysis of the 2007-08 Schools and Staffing Survey and the 2008-09 principal follow-up survey. Leadership and Policy in Schools, 15(3), 232–272. doi:10.1080/15700763.2015.1047033
  • Bruggencate, G. T., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement. Educational Administration Quarterly, 48(4), 699–732. doi:10.1177/0013161x11436272
  • Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
  • Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.
  • Camburn, E., Han, S. W., & Sebastian, J. (2015). Assessing the validity of an annual survey for measuring the enacted literacy curriculum. Educational Policy. doi:10.1177/0895904815586848
  • Camburn, E., Huff, J. T., Goldring, E. B., & May, H. (2010). Assessing the validity of an annual survey for measuring principal leadership practice. The Elementary School Journal, 111(2), 314–335. doi:10.1086/656302
  • Camburn, E., Rowan, B., & Taylor, J. E. (2003). Distributed leadership in schools: The Case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4), 347–373. doi:10.3102/01623737025004347
  • Camburn, E., Spillane, J., & Sebastian, J. (2010). Assessing the utility of a daily log for measuring principal leadership practice. Educational Administration Quarterly, 46(5), 707–737. doi:10.1177/0013161X10377345
  • Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. SUNY series in educational leadership.Albany, NY: State University of New York Press, State University Plaza.
  • Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. doi:10.1177/0013161X15616863
  • Desimone, L. M. (2006). Consider the source: Response differences among teachers, principals, and districts on survey questions about their education policy environment. Educational Policy, 20(4), 640–676. doi:10.1177/0895904805284056
  • Desimone, L. M., Smith, T. M., & Frisvold, D. E. (2010). Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy, 24(2), 267–329. doi:10.1177/0895904808330173
  • Goldring, E., Huff, J., May, H., & Camburn, E. (2008). School context and individual characteristics What influences principal practice? Journal of Educational Administration, 46(3), 332–352. doi:10.1108/09578230810869275
  • Goodman, L. A. (1974). Exploratory latent structure analysis using both identifiable and unidentifiable models. Biometrika, 61(2), 215–231. doi:10.1093/biomet/61.2.215
  • Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091–1123. doi:10.3102/0002831211402663
  • Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444. doi:10.3102/0013189X13510020
  • Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–351. doi:10.1080/0305764032000122005
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. doi:10.1080/15700760500244793
  • Hallinger, P., & Heck, R. H. (1996a). The principal’s role in school effectiveness: An assessment of methodological progress, 1980-95. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), The international handbook of educational leadership and administration (pp. 723–784). Dordrecht, Netherlands: Kluwer.
  • Hallinger, P., & Heck, R. H. (1996b). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. doi:10.1177/0013161X96032001002
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157–191. doi:10.1080/0924345980090203
  • Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86, 217–247. doi:10.1086/461445
  • Hardman, B. K. (2011). Teachers’ perception of their principal’s leadership style and the effects on student achievement in improving and non-improving schools. Florida, FL: University of South Florida, ERIC database.
  • Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8, 337–347. doi:10.1007/s10833-007-9048-4
  • Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689. doi:10.3102/0002831209340042
  • Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531–569. doi:10.3102/0034654315614911
  • Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education, 116(4), 491–523. doi:10.1086/653625
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi:10.1080/10705519909540118
  • Kotter, J. P. (1982). The general managers. New York, NY: The Free Press.
  • Kotter, J. P. (1990). A force for change: How leadership differs from management. New York, NY: The Free Press.
  • Kotter, J. P. (1990b). What leaders really do. Harvard Business Review, 68, 103–111.
  • Kotter, J. P. (2006). Leadership versus management: What’s the difference? Qualitative Participation, 29(2), 13–17.
  • Kotter, J. P. (2013). Management is (still) not leadership. Harvard Business Review. Retrieved from https://hbr.org/2013/01/management-is-still-not-leadership.
  • Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1, 249–280. doi:10.1080/0924345900010402
  • Leithwood, K., & Jantzi, D. (1998). Distributed leadership and student engagement in school. Retrieved from http://proxy.uchicago.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED424645&site=ehost-live&scope=site
  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38, 112–129. doi:10.1108/09578230010320064
  • Leithwood, K., & Jantzi, D. (2005). Transformational leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 31–43). Thousand Oaks, CA: Sage.
  • Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. doi:10.1080/09243450600565829
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning, New York NY: Wallace Foundation.
  • Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48, 387–423. 10.1177/0013161X11436268
  • Louis, K. S., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Learning from leadership project: Investigating the links to improved student learning. Retrieved from http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/EducationLeadership/Documents/Learning-from-Leadership-Investigating-Links-Final-Report.pdf
  • Luppescu, S., & Ehrlich, S. B. (2012). UChicago consortium rasch measurement model primer. UChicago Consortium on School Research. Retrieved from: https://consortium.uchicago.edu/sites/default/files/uploads/survey/Overview%20of%20Analyses_0.pdf
  • Magidson, J., & Vermunt, J. K. (2002). Latent class models for clustering: A comparison with K-means. Canadian Journal of Marketing Research, 20, 36–43.
  • Magidson, J., & Vermunt, J. K. (2003). Comparing latent class factor analysis with traditional factor analysis for datamining. In H. Bozdogan (Ed.), Statistical datamining & knowledge discovery (pp. 373–383). Boca Raton, FL: Chapman & Hall/CRC. CRC Press.
  • Magidson, J., & Vermunt, J. K. (2004). Latent class models. In D. Kaplan (Ed.), The Sage handbook of quantitative methodology for the social sciences (pp. 175–198). Thousand Oaks, CA: Sage Publications.
  • Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. doi:10.1177/0013161X03253412
  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225. doi:10.1080/10705510902751010
  • Murphy, J. (1988). Methodological, measurement, and conceptual problems in the study of instructional leadership. Educational Evaluation and Policy Analysis, 10(2), 117–139. doi:10.3102/01623737010002117
  • Murphy, J.., & Hallinger, P.. (1986). The superintendent as instructional leader: findings from effective school districts. Retrieved from http://files.eric.ed.gov/fulltext/ED309535.pdf 24 1985-236 doi:10.1108/eb009917
  • Muthén, B., & Muthén, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism-Clinical and Experimental Research, 24(6), 882–891. doi:10.1097/00000374-200006000-00020
  • Muthén, L. K., & Muthén, B. O. (2013). Mplus statistical analysis (Version 7.11). Los Angeles, CA: Muthén and Muthén.
  • Muthén, L. K., & Muthén, B. (2007a). What is a good value of entropy. Retrieved from http://www.statmodel.com/discussion/messages/13/2562.html?1237580237.
  • Muthén, L. K., & Muthén, B. O. (2007b). Mplus user’s guide. Los Angeles: Muthén & Muthén.
  • Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310–347. doi:10.1177/0013161X12456700
  • Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage Publications.
  • Nylund, K. L. (2007). Latent transition analysis: Modeling extensions and an application to peer victimization ( Ph.D.). University of California, California, Los Angeles.
  • Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. doi:10.1080/10705510701575396
  • Printy, S. M., Marks, H. M., & Bowers, A. J. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(5), 504–532.
  • Raudenbush, S. W., Bryk, A. S., & Congdon, R. T. (2011). HLM 7 (Version 6). Lincolnwood, IL: Scientific Software International.
  • Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. doi:10.1177/0013161X08321509
  • Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626–663. doi:10.1177/0013161X11436273
  • Sebastian, J., Allensworth, E., & Stevens, D. (2014). The influence of school leadership on classroom participation: Examining configurations of organizational supports. Teachers College Record, 116(8), 1–36.
  • Simonet, D. V., & Tett, R. P. (2013). Five perspectives on the leadership–Management relationship: A competency-based evaluation and integration. Journal of Leadership & Organizational Studies, 20(2), 199–213. doi:10.1177/1548051812467205
  • Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey Bass.
  • Spillane, J. P., Camburn, E., & Pareja, A. S. (2007). Taking a distributed perspective to the school principal’s workday. Leadership and Policy in Schools, 6(1), 103–125. doi:10.1080/15700760601091200
  • Spillane, J. P., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34. doi:10.1080/0022027032000106726
  • Tein, J.-Y., Coxe, S., & Cham, H. (2013). Statistical power to detect the correct number of classes in latent profile analysis. Tructural Equation Modeling: A Multidisciplinary Journal, 20(4), 640–657. doi:10.1080/10705511.2013.824781
  • Toor, S. (2011). Differentiating leadership from management: An empirical investigation of leaders and managers. Leadership & Management in Engineering, 11(4), 310–320. doi:10.1061/(ASCE)LM.1943-5630.0000138
  • Toor, S., & Ofori, G. (2008). Leadership versus management: How they are different, and why. Leadership & Management in Engineering, 8(2), 61–71. doi:10.1061/(ASCE)1532-6748(2008)8:2(61)
  • Urick, A. (2016a). Examining US principal perception of multiple leadership styles used to practice shared instructional leadership. Journal of Educational Administration, 54(2), 152–172. doi:10.1108/JEA-07-2014-0088
  • Urick, A. (2016b). The influence of typologies of school leaders on teacher retention: A multilevel latent class analysis. Journal of Educational Administration, 54(4), 434–468. doi:10.1108/JEA-07-2014-0088
  • Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96–134. doi:10.1177/0013161x13489019
  • Wiedermann, W., Hagmann, M., & Von Eye, A. (2015). Significance tests to determine the direction of effects in linear regression models. British Journal of Mathematical and Statistical Psychology, 68, 116–141. doi:10.1111/bmsp.12037
  • Wiedermann, W, & Li, X. (2018). Direction dependence analysis: a framework to test the direction of effects in linear models with an implementation in spss. Behavior Research Methods, 50, 1581-1601. doi: 10.3758/s13428-018-1031-x
  • Wiedermann, W., & Von Eye, A. (2015). Direction-dependence analysis: A confirmatory approach for testing directional theories. International Journal of Behavioral Development, 39, 570–580. doi:10.1177/0165025415582056
  • Witziers, B., Bosker, R. J., & Kruger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398–425. doi:10.1177/0013161X03253411
  • Zaleznik, A. (1977). Managers and leaders: Are They different? Harvard Business Review, 55, 67–78.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.