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Feb 9, 2016 · The findings show that schools’ abilities to improve and sustain effectiveness over the long term are not primarily the result of the principals’ leadership style but of their understanding and diagnosis of the school’s needs and their application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context ...
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- Building Instructional Capacity
- Shaping School Culture
- Bridging School, Home and Community
At the heart of their work is a focus on improving teaching and learning, which requires leaders to support professional learning across domains as instructional leaders (Goldring et al., 2008; Hallinger, 2005). In the context of shifting student demographics, educators need help incorporating language, identity and socioemotional learning into the...
Improving instruction to meet the academic and socioemotional needs of all learners requires more than a singular focus on building capacity within classrooms. Although an emphasis on instruction is necessary, it is also crucial for school leaders to shape the organizational culture of the school as a whole. Creating a climate in which students and...
Relatedly, school leaders have increasingly taken on responsibilities for supporting the broader community in which their schools are situated. As boundary spanners, school leaders negotiate a range of dilemmas as they work to bridge home, school and community (Horng & Loeb, 2010; Spillane & Lowenhaupt, 2019). Grounding their efforts in the needs o...
- Rebecca Lowenhaupt
- rebecca.lowenhaupt@bc.edu
- 2021
Sep 9, 2024 · The widely cited research by Leithwood et al. (2006), reinforced by Leithwood et al. (2020), shows that leadership is second only to classroom teaching in its influence on student outcomes. They show that total leadership, not just that of the principal, accounts for 27% of the variation in student achievement.
School leadership. Strengthening school leadership to improve teaching and learning is one of the strategies put forward to achieve target 4.c of the Education 2030 Agenda, which addresses the need to increase the supply of qualified teachers (UNESCO, 2016; United Nations, 2015). Studies have shown that school leadership has the second-largest ...
Moreover, extensive studies demonstrate that particular leadership styles of school leaders could have positive impacts on teaching and learning environments and processes leading to improvements in student perfor-mance and academic achievements (Leithwood & Riehl, 2003; Da,y 2004; Harris, 2004; Hale & Rollins, 2006;
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The principle of Ubuntu tells us that we are dealing with people and need to be empathetic. Ubuntu, as a guiding principle, builds human affection. According to HoD 4: The leadership styles used were delegated and participatory. The two styles help and promote teaching and learning in diverse ways.
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This included approximately 1,900 teachers and 330 teacher leaders in 62 schools in these seven districts. Survey response rates ranged from a low of 23% to a high of 91%, averaging 63%. In DPS, we surveyed schools in two time periods. The first set consisted of eight schools in November 2018.
