Direction-setting school leadership practices: a meta-analytical review of evidence about their influence |
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| Authors: | Jingping Sun Kenneth Leithwood |
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| Institution: | 1. Department of Educational Leadership, Policy and Technology Studies, The College of Education, University of Alabama, Tuscaloosa, AL, USAjsun1@bamaed.ua.edu;3. Theory &4. Policy Studies in Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada |
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| Abstract: | This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well. This study also inquires about how direction-setting practices influence distal organizational outcomes, including student achievement, conceiving of such influence as traveling along (or influencing variables on) 4 “paths”. Standard meta-analysis, narrative review, and effect size summation and averaging were applied on 110 studies involved in this review. The findings of this study, as one in a related series of investigations, inform the further development of a model of successful school leadership practices. |
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| Keywords: | successful school leadership direction setting four-path model student achievement |
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