Welcome to the InfoSci Platform
Principals and Student Achievement: A Comparative Study of Eight Countries

Principals and Student Achievement: A Comparative Study of Eight Countries

S. Marshall Perry, Karen M. Sealy, Héctor X. Ramírez-Pérez, Thomas C. DeNicola, Yair Cohen
Copyright: © 2021 |Pages: 27
ISBN13: 9781799834380|ISBN10: 1799834387|EISBN13: 9781799834397
DOI: 10.4018/978-1-7998-3438-0.ch061
Cite Chapter Cite Chapter

MLA

Perry, S. Marshall, et al. "Principals and Student Achievement: A Comparative Study of Eight Countries." Research Anthology on Preparing School Administrators to Lead Quality Education Programs, edited by Information Resources Management Association, IGI Global, 2021, pp. 1378-1404. https://doi.org/10.4018/978-1-7998-3438-0.ch061

APA

Perry, S. M., Sealy, K. M., Ramírez-Pérez, H. X., DeNicola, T. C., & Cohen, Y. (2021). Principals and Student Achievement: A Comparative Study of Eight Countries. In I. Management Association (Ed.), Research Anthology on Preparing School Administrators to Lead Quality Education Programs (pp. 1378-1404). IGI Global. https://doi.org/10.4018/978-1-7998-3438-0.ch061

Chicago

Perry, S. Marshall, et al. "Principals and Student Achievement: A Comparative Study of Eight Countries." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, edited by Information Resources Management Association, 1378-1404. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3438-0.ch061

Export Reference

Mendeley
Favorite

Abstract

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.