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Principals and Student Achievement: A Comparative Study of Eight Countries

Principals and Student Achievement: A Comparative Study of Eight Countries
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Author(s): S. Marshall Perry (Saint Mary's College of California, USA), Karen M. Sealy (Independent Educational Consultant, USA), Héctor X. Ramírez-Pérez (Universidad Panamericana, Mexico), Thomas C. DeNicola (Independent Researcher, USA) and Yair Cohen (Independent Researcher, USA)
Copyright: 2021
Pages: 27
Source title: Research Anthology on Preparing School Administrators to Lead Quality Education Programs
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3438-0.ch061

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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.

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