Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes
By James Sebastian, Haigen Huang, Elaine Allensworth. 2017
138 citations recorded by the source corpus.
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/1995776b77bdad1ea6d88ced346daf34e09a0fdf
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Citations in the corpus
- Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “Drawing upon the available literature, we know that principals’ explicit focus on instruction is a driving force for a school to achieve increased student learning outcomes (Bryk et al., 2010; Goddard et al., 2019; Özdemir and Yalçın, 2019; Robinson et al., 2008; Sebastian et al., 2017).”
- Seven strong claims about successful school leadership revisited (2020, background): “…work aimed at identifying the most promising mediators for the attention of school leaders (e.g. Hallinger and Heck 2010; Bryk, Harding, and Greenburg 2012; Heck and Hallinger 2014; Sebastion, Huang, and Allensworth 2017) has aimed to be more specific about the nature and impact of such mediators.”
- An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, methodology): “…leadership models, and the integrated leadership model incorporating different leadership sources from both principals and teachers has emerged (Hallinger & Heck, 2010; Marks & Printy, 2003; Printy, Marks, & Bowers, 2009; Sebastian et al., 2017), though the integration operationalization varies.”
- The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…supports the argument that while these two leadership styles are different in nature, they can be linked to maximize their impact (Kwan, 2020; Sebastian et al., 2017), particularly during school reforms that require teachers and principals to move out of their comfort zone and be open to…”