Examining The Role Of Leadership At An Academically Successful Girls-Only National High School In Kenya

References

• Adams, J. (2016). The 7 habits of highly effective instructional leaders: Practices to support teachers. AMLE Magazine, 4(3). Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/721/The-7-Habits-of-Highly-Effective-Instructional-Leaders.aspx
   Google Scholar
• Ärlestig, H., Day, C., & Johansson, O. (Eds.). (2016). A decade of research on school principals: Cases from 24 countries (Vol. 21). New York: Springer.
   Google Scholar
• Asuga, G. N., Scevak, J., & Eacott, S. (2016). Educational leadership, management and administration in Africa: An analysis of contemporary literature. School Leadership and Management, 36(4), 381–400. doi:10.1080/13632434.2016.1247042
   Web of Science ®Google Scholar
• Ballou, D., Sanders, W., & Wright, P. (2004). Controlling for student background in value-added assessment of teachers. Journal of Educational and Behavioral Statistics, 29(10), 37–65. doi:10.3102/10769986029001037
   Web of Science ®Google Scholar
• Blase, J., & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130–141. doi:10.1108/09578230010320082
   Google Scholar
• Centers for Disease Control and Prevention, CDC. (2009). School connectedness: Strategies for increasing protective factors among youth. Retrieved from http://www.cdc.gov/HealthyYouth/AdolescentHealth/pdf/connectedness.pdf
   Google Scholar
• Children’s Act, Chp. 141 (2010). Retrieved from www.kenyalaw.org
   Google Scholar
• Cooper, J. E., Ponder, G., Merritt, S., & Matthews, C. (2005). High-performing high schools: Patterns of success. National Association of Secondary School Principals Bulletin, 89(645), 2–23.
   Google Scholar
• Costigan, A. T., & Crocco, M. S. (2006). High stake testing: What’s at stake for teachers (and students) in the age of accountability. The New Educator, 2(1), 1–13. doi:10.1080/15476880500486061
   Google Scholar
• Day, C., & Gu, Q. (2018). How successful secondary school principals in England respond to policy reforms: The influence of biography. Leadership and Policy in Schools, 17(3), 332–344. doi:10.1080/15700763.2018.1496339
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Day, C., & Leithwood, K. (2007). Successful school principalship: International perspectives. Dordrecht, The Netherlands: Springer.
   Google Scholar
• Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., & Ahtaridou, E. (2011). School leadership and student outcomes: Building and sustaining success. Maidenhead, UK: Open University Press.
   Google Scholar
• Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701–712.
   Web of Science ®Google Scholar
• Fullan, M. (2016). The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Garza, E., Jr., Drysdale, L., Gurr, D., Jacobson, S., & Merchant, B. (2014). Leadership for school success: Lessons from effective principals. International Journal of Educational Management, 28(7), 798–811.
   Google Scholar
• Goddard, J. T. (2015). A tangled path: Negotiating leadership for, in, of, and with diverse communities. Leadership and Policy in Schools, 14(1), 1–11. doi:10.1080/15700763.2014.983133
   Web of Science ®Google Scholar
• Gurr, D. (2015). A model of successful school leadership from the international successful school principalship project. Societies, 5(1), 136–150. doi:10.3390/soc5010136
   Web of Science ®Google Scholar
• 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
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Ishimaru, A. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration & Leadership, 1(20), 1–20.
   Google Scholar
• Jacobson, S. L., Johnson, L., & Ylimaki, R. (2011). Sustaining school success: A case for governance change. In L. Moos, O. Johansson, & C. Day (Eds.), How school principals sustain success over time: International perspectives (pp. 109–125). New York, NY: Springer.
   Google Scholar
• Jacobson, S. L., Johnson, L., Giles, C., & Ylimaki, R. (2005). Successful leadership in US schools: Enabling principles, enabling schools. Journal of Educational Administration, 43(6), 607–618. doi:10.1108/09578230510625700
   Google Scholar
• Kenya National Examinations Council. Nairobi, Kenya. Retrieved from http://www.knec.ac.ke/main/
   Google Scholar
• Kenya Vision 2030. (2008). Development programme from 2008 to 2030. Ministry of State for Planning. Retrieved from http://www.vision2030.go.ke/
   Google Scholar
• Khalifa, M. A. (2012). A re-new-ed paradigm in successful urban school leadership: Principal as community leader. Educational Administration Quarterly, 48(3), 424–467. doi:10.1177/0013161X11432922
   Web of Science ®Google Scholar
• Klar, H., & Brewer, C. (2014). Successful leadership in a rural, high-poverty school: The case of County Line Middle School. Journal of Educational Administration, 52(4), 422–445. doi:10.1108/JEA-04-2013-0056
   Google Scholar
• Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.
   Google Scholar
• Lac, V., & Mansfield, K. (2018). What do students have to do with educational leadership? Making a case for centering student voice. Journal of Research on Leadership Education. doi:10.1177/1942775117743748
   Web of Science ®Google Scholar
• Lambersky, J. (2016). Understanding the human side of school leadership: Principals’ impact on teachers’ morale, self-efficacy, stress, and commitment. Leadership and Policy in Schools, 15(4), 379–405. doi:10.1080/15700763.2016.1181188
   Web of Science ®Google Scholar
• Leithwood, K., & Day, C. (Eds.). (2007). Successful school principals: International perspectives. Toronto, ON: Springer.
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. doi:10.1080/13632430701800060
   Google Scholar
• Leithwood, K., & Sun, J. (2018). Academic culture: A promising mediator of school leaders’ influence on student learning. Journal of Educational Administration, 56(3), 350–363. doi:10.1108/JEA-01-2017-0009
   Web of Science ®Google Scholar
• Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning, center for applied research and educational improvement. St Paul: University of Minnesota.
   Google Scholar
• Lynch, M. (2012). A guide to effective school leadership theories. New York, NY: Routledge.
   Google Scholar
• Mendels, P. (2012). The effective principal: The 5 pivotal practices that shape instructional leadership. Journal of Staff Developmental, 33(1), 54–58.
   Google Scholar
• Moos, L., Day, C., & Johansson, O. (2011). Introduction to the international successful school principalship project. In L. Moos, O. Johansson, & C. Day (Eds.), How school principals sustain success over time: International perspectives. New York, NY: Springer.
   Google Scholar
• Moos, L., Johansson, O., & Day, C. (Eds.). (2011). How school principals sustain success over time: International perspectives. New York, NY: Springer.
   Google Scholar
• Murphy, J., & Torre, D. (2015). Vision: Essential scaffolding. Journal of Educational Management Administration & Leadership, 43(2), 177–197. doi:10.1177/1741143214523017
   Web of Science ®Google Scholar
• O’Donoghue, T., & Clarke, S. (2016). The crucial matter of school leaders taking cognizance of educational contexts. In S. Clarke & T. O’Donoghue (Eds.), School leadership in diverse contexts (pp. 7–22). New York, NY: Routledge.
   Google Scholar
• Okilwa, N. S., & Barnett, B. (2019). Sustaining a culture of academic success at a high-needs elementary school. In E. Murakami, D. Gurr, & R. Notman (Eds.), Leadership, culture, and school success in high-need schools (pp. 149–168). Charlotte, NC: IAP, Inc.
   Google Scholar
• Okilwa, N. S., & Barnett, B. (2017). Sustaining school improvement in a high-need school: Longitudinal analysis of Robbins Elementary School (USA) from 1993 to 2015. Journal of Educational Administration, 55(3), 297–315. doi:10.1108/JEA-03-2016-0034
   Web of Science ®Google Scholar
• Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37–53. Retrieved from https://login.libweb.lib.utsa.edu/login?url=https://search.proquest.com/docview/216183844?accountid=7122
   Google Scholar
• Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., Polikoff, M. S., & May, H. (2008). Vanderbilt assessment of leadership in education: Technical manual, version 1.0. New York, NY: The Wallace Foundation. Retrieved from www.wallacefoundation.org/knowledge-center/school-leadership/principal-evaluation/Pages/Vanderbilt-Assessment-of-Leadership-in-Education-Technical-Manual-1.aspx
   Google Scholar
• Robinson, V. M. J., Bendikson, L., & Hattie, J. (2011). Leadership and student outcomes: Are secondary schools unique? In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 131–142). London, England: SAGE Publications.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). London, UK: Sage Publications.
   Google Scholar
• Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4–26. doi:10.1177/001312402237212
   Web of Science ®Google Scholar
• Sippy, Z. (2017). The case for a student-driven approach to improving school climate. ASCD Express, 12(19). Retrieved from http://www.ascd.org/ascd-express/vol12/1219-sippy.aspx
   Google Scholar
• Smyth, J. (2006). Educational leadership that fosters ‘student voice.’. International Journal of Leadership in Education, 9(4), 279–284. doi:10.1080/13603120600894216
   Google Scholar
• Spring, J. (2018). American Education (18th ed.). New York, NY: Routledge.
   Google Scholar
• Stefaniski, A., Valli, L., & Jacobson, R. (2016). Beyond involvement and engagement: The role of the family in school-community partnership. School Community Journal, 26(2), 135–160.
   Google Scholar
• Stronge, J. (2013). Effective teachers=student achievement: What the research says. London, UK: Taylor and Francis.
   Google Scholar
• Valli, L., & Buese, D. (2007). The Changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558. doi:10.3102/0002831207306859
   Web of Science ®Google Scholar
• Versland, T. M., & Erickson, J. L. (2017). Leading by example: A case study of the influence of principal self-efficacy on collective efficacy. Cogent Education, 4(1). Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2017.1286765?needAccess=true
   Web of Science ®Google Scholar
• Warren, M., Hong, S., Rubin, C. L., & Uy, P. S. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254.
   Web of Science ®Google Scholar
• Wong, K. (2005). Conditions and practices of successful principalship in Shanghai. Journal of Educational Administration, 43(6), 552–562. doi:10.1108/09578230510625656
   Google Scholar