Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know?

By B. Mulford, H. Silins. 2003

356 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/330ef2a9e56f87750878698299a2f3b9b13a9b59

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How to Improve Teaching Practices (2011, background): “…participation in decision making and collaboration, shared mission, relational trust, collec tive efficacy, school culture, and organizational learning, which in turn influ ence teaching and learning in school (Leitwood & Sun, 2009; Mulford & Silins, 2003; Sleegers, Geijsel, & van den Berg, 2002).”
A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership (2011, background): “…reviews conducted by scholars in North America (Hallinger & Heck, 1996a, 1996b; Leithwood et al., 2006; Leithwood et al., 2010; Waters et al., 2003), Europe (Bell et al., 2003; Southworth, 2002; Witziers et al., 2003), and Australia and New Zealand (Mulford & Silins, 2003; Robinson et al., 2008).”
Conceptual and methodological issues in studying school leadership effects as a reciprocal process (2011, neutral): “…of cross-sectional snapshots of school processes in school leadership research has led scholars to propose alternative ways of understanding how leadership might impact learning (Hallinger & Heck, 1996a, 1996b, 2010; Heck & Hallinger, 2010; Mulford & Silins, 2003; Pitner, 1988; Southworth, 2002).”
Fostering teachers' team learning : An interplay between transformational leadership and participative decision-making? (2017, background): “More specifically, we examinewhether transformational leaders decentralise influence in teacher teams by giving teachers the opportunity to participate in decision-making (Avolio & Gibbons, 1988; Mulford & Silins, 2003; Thoonen et al., 2011) and whether this stimulates team learning.”
Leadership Style and Organizational Learning: The Mediate Effect of School Vision. (2010, background): “…that school leaders that encourage, respect, support and involve teachers in decision-making, care about them and want them to succeed, generate enthusiasm and commitment – namely use the transformational leadership style – influence how teachers perceive the vision (Mulford and Silins, 2003).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “One key facet of school capacity concerns the productive involvement of teachers in professional learning (Hattie, 2009; Leithwood et al., 2008, 2010a, 2010b; Louis et al., 2010; Mulford and Silins, 2003, 2009; Spillane and Thompson, 1997; Youngs and King, 2002).”
Teacher Influences on Students' Attachment to School (2008, background): “In response, students lose selfconfidence, their motivation declines, and the quality of their academic work suffers (Mulford and Silins 2003; Pugh 1976).”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “…of teaching and learning, curriculum, and for staff motivation and capacity development (e.g., Bossert et al., 1982; Bryk and Schneider, 2003; Hallinger and Heck, 2010; Heck, Larsen, and Marcoulides, 1990; Louis, Dretzke, and Wahlstrom, 2010; Marks and Printy, 2003; Mulford and Silins, 2003).”
Models of successful principal leadership (2006, methodology): “The Tasmanian model makes notable contributions in explaining the possible interrelationships between various elements, with this partly based on important earlier research on school organizational learning (see Mulford & Silins, 2003; Mulford et al ., 2004).”
Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, background): “School-wide capacity for improvement refers to a set of conditions at school and teacher level that enable teachers’ professional learning and support teaching and learning (Heck & Hallinger, 2009 ; Mulford & Silins, 2003 ; Sleegers, Bolhuis, & Geijsel, 2005; Stoll et al, 2006 ).”
Exploring the journey of school improvement: classifying and analyzing patterns of change in school improvement processes and learning outcomes (2011, background): “Later efforts derived from this perspective have been linked to the construct of learning organizations, which highlights the systemic nature of change in schools (Leithwood & Louis, 2000 ; Mulford & Silins, 2003 , 2009 ; Silins & Mulford, in press).”
Schools as Learning Organisations - Effects on Teacher Leadership and Student Outcomes (2004, background): “The nature of the relationships between school leadership, organisational learning, and student outcomes were explored and the results of these investigations have been reported (Mulford & Silins, 2003; Mulford, Silins, & Leithwood, 2004; Silins & Mulford, 2002).”
Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects Models (2010, background): “…environments of the school and develops the school’s capacity for change (Firestone & Corbett, 1988; Hallinger & Heck, 1996b, in press; Heck & Hallinger, 2009a, 2010, in press; Leithwood et al., 2004, 2010; Marks & Printy, 2003; Mulford & Silins, 2003, 2009; Robinson et al., 2008; Wiley, 2001).”