Principal instructional leadership and secondary school performance

Linda Bendikson · Viviane Robinson · John Hattie

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School Leadership and Teacher Performance Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

• Principal instructional leadership can be direct (focused on improving teaching) or indirect (focused on creating the conditions for optimal teaching and learning). • In secondary schools, principals are more likely to focus on indirect instructional leadership than they are in primary schools, because middle leaders such as heads of department take on much of the direct instructional leadership. • In the study reported in this article, principals in both higher and lower performing schools were rated higher for frequency of both direct and indirect leadership behaviours than principals of mid-performing schools. • However, principals in schools that were improving in performance (regardless of level) were displaying more frequent direct leadership behaviours than principals from the other schools. • This may reflect the need for effective principals to respond appropriately to the conditions at their specific school.

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References

2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 2008The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types 2005School Reform From the Inside Out: Policy, Practice, and Performance 1994Realms Of Knowledge: Academic Departments In Secondary Schools 1996Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students 1991Departments as Different Worlds: Subject Subcultures in Secondary Schools 2005School reform from the inside out: policy, practice, and performance 1982Prescriptions for Effective Elementary Schools Don't Fit Secondary Schools.

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