ERIC Number: EJ1417207
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3124
EISSN: EISSN-1464-5092
Instructional Leadership and Student Achievement: School Leaders' Perspectives
Hermínia Pereira Coelho Rodrigues; Jorge Ávila de Lima
International Journal of Leadership in Education, v27 n2 p360-384 2024
Empirical research suggests that school leaders' instructional leadership can make a difference in improving student achievement. We explored this issue in a mixed-method study that sought to verify whether or not, from participants' perspectives, school principals enact this type of leadership and whether or not they feel that it affects student outcomes. The research included a sample of top-level school leaders in a Portuguese region. We analyzed the data with descriptive statistics and content analysis techniques. Participants reported that most of principals' leadership practices did not focus on student learning, but rather on school administration and management. Many respondents felt that it was not their job to lead in several instruction-related areas. Furthermore, respondents regarded the impact of most of principals' instructional leadership practices on student achievement as weak. The paper discusses possible reasons for these findings, including the contextualized nature of the exercise of principal leadership roles, and suggests future avenues for research on this issue.
Descriptors: Instructional Leadership, Academic Achievement, Principals, Foreign Countries, Administrator Attitudes, Elementary Secondary Education, Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A