Exploring the Impact of School Leadership on Student Learning Outcomes: Constraints and Perspectives

Introduction

School leadership is internationally recognized as being a key factor for improving quality in education (Hargreaves & Fink, 2006). The concept has been narrowly defined, focusing on leadership functions directly related to teaching and learning (Leiberman, 1995; Kruger & Scheerens, 2012), and broadly defined, referring to all functions, actions and strategies that contribute to student learning (Sheppard, 1996; Marks & Printy, 2003; Leithwood & Jantzi, 2006). In trying to define school leadership, others referred to the concept as direct or indirect. School principals who implement direct leadership are actively involved in the instructional enterprise of the school. Kleine-Kracht (1993) found that the direct leadership activities are the immediate interactions of principals with teachers and others about the classroom, teaching, student performance and curricula. On the other hand, principals who exercise indirect leadership, support efforts focusing on improving academic attainment through non-instructional approaches. Glasman and Heck (1992) support that indirect school leadership may focus on “such activities as decision-making, developing a vision and school purpose, setting goals, communicating expectations for performance, “gatekeeping” with parents and other community interests, and monitoring the work activities at the school site (p. 11).

Nevertheless, across all definitions and frameworks school leadership is directly or indirectly related to the processes of instruction and learning where school principals, teachers, learners, and the curriculum interact. In order to better understand the relationship between leadership and student achievement, during the last three decades, researchers have developed various models, referring to direct, indirect and reciprocal effects (Bossert, Dwyer, Rowan, & Lee, 1982; Hallinger & Heck, 1996, 1998; Leithwood & Levin, 2005; Pounder, Ogawa, & Adams, 1995).

Researchers in the earlier studies were using models in which the relationship between leadership in schools and outcomes at the student level was measured as a direct causal link. More recently, researchers started to use mediated-effects models, which hypothesize that leaders achieve their effect on school outcomes through indirect paths. Throughout the years, various potential mediating variables have come to light, including the mission of the school, educational vision and goals, staff motivation, teacher classroom practice, and student engagement (e.g., Kruger, Witziers, & Sleegers, 2007; Hallinger, Bickman, & Davis, 1996; Hallinger & Heck, 1998; Leithwood, Day, Sammons, Harris, & Hopkins, 2006; Leithwood & Levin, 2005; Mulford & Silins, 2003; Pounder et al., 1995).

Although considerable conceptual and methodological progress has been made, little is known about the paths through which school leaders can enhance organizational structures, the interplay with contextual factors and ultimately improvement of student outcomes (Kruger, Witziers, & Sleegers, 2007; Hallinger, 2003; Hallinger & Heck, 1996). From this perspective, in order to enhance further our understanding of the nature and impact of school leadership, this chapter aims to: