Online from: 1987
Subject Area: Education
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|Title:||Leadership effects on student achievement and sustained school success|
|Author(s):||Stephen Jacobson, (University at Buffalo-State University of New York, Buffalo, New York, USA)|
|Citation:||Stephen Jacobson, (2011) "Leadership effects on student achievement and sustained school success", International Journal of Educational Management, Vol. 25 Iss: 1, pp.33 - 44|
|Keywords:||Leadership, Principals, Schools, Students|
|Article type:||Research paper|
|DOI:||10.1108/09513541111100107 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high-poverty schools.
Design/methodology/approach – The paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School Principalship Project (ISSPP).
Findings – Direction setting, developing people and redesigning the organization were practices common to successful principals in all contexts, including those in challenging, high-poverty schools. How these practices manifested varied in relation to national context and tradition. Distributed teacher leadership and professional self-renewal emerged as processes central to sustaining success, and, in at least one US case, a change in organizational governance was necessary to allow these processes to continue over time.
Originality/value – The paper adds to the literature on leadership effects on student achievement and sustaining school success, especially in challenging high-poverty schools.
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