Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership

By H. Marks, S. Printy. 2003

1,766 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/58c04d695a114d6b110f85c1af984f3c4daccbe5

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In Education

Citations in the corpus

Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, methodology): “(2008) noted that the original instructional leadership framework was limited to the principal (Hallinger and Murphy, 1985) and describe how over time instructional leadership had grown to be inclusive of principals and others (Heck, 2000; Heck et al., 1990; Marks and Printy, 2003) as few principals”
Comparing the effects of instructional and transformational leadership on student achievement (2014, background): “This shift has stirred a new line of research looking at different conceptualizations of leadership, which researchers are calling shared instructional leadership (Marks and Printy, 2003) and distributed leadership (Hulpia et al.”
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning (2015, background): “This is an important connection to interrogate, given that research on principal leadership indicates the importance of encouraging teachers to work together actively toward instructional improvement (Marks and Printy 2003; Supovitz et al. 2010).”
Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes (2020, methodology): “This study extends Marks and Printy’s (2003) conception of integrated leadership, by confirming a disparity in the effect of instructional leadership on student outcomes across various levels of transformational leadership enactment in schools. The finding suggests that instructional leadership by t”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Our findings suggest that expanding the decision-making arenas in schools to include nonadministrators is an important step that leaders can take in long-term efforts to improve instruction and affirms the recent work of Marks and Printy (2003).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…of professional learning opportunities along with necessary instructional resources (Hallinger and Murphy, 1985), one can propose that, with a specific focus on teaching and learning (Marks and Printy, 2003), PIL may have a positive effect on teachers to change their everyday teaching practices.”
Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, background): “Although transformational leadership was shown to bolster teachers’ long-term problem-solving capabilities (Leithwood and Steinbach, 1991), it demonstrated a greater impact on teaching and learning when complemented by instructional leadership and/or shared/collaborative leadership (Hallinger, 2003;”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “Shared instructional leadership differs from its predecessor, instructional leadership, in that the leader adopts an interactive and collaborative role when addressing the instructional program (Marks & Printy, 2003; Printy, Marks, & Bowers, 2010).”
A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership (2011, methodology): “…between school leadership and these variables using comprehensive models and robust statistical methods exist in the literature (e.g., see Hallinger, Bickman, & Davis, 1996; Heck & Hallinger, 2009; Heck, Larson, & Marcoulides, 199; Leitner, 1994; Leithwood & Jantzi, 2000; Marks & Printy, 2003).”
The Impact of Leadership on Student Outcomes (2016, result): “…Luyten, Scheerens, & Sleegers, 2012; Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Day et al., 2009; Gu & Johansson, 2013; Leithwood & Jantzi, 1999; Leithwood, Jantzi, & Steinbach, 1999; Marks & Printy, 2003; Mulford, 2008; Robinson, Lloyd, & Rowe, 2008; Silins & Mulford, 2002a).”
Developing a Psychometrically Sound Assessment of School Leadership: The VAL-ED as a Case Study (2010, background): “Core components refer to the features of schools that support student learning and teachers’ ability to teach (Marks & Printy, 2003; Sebring & Bryk, 2000).”