School leadership in the context of accountability policies

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The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “All these different actors on the outside address the principal with their demands and wishes, concerns and agendas (see, for example, Leithwood, 2001; Blackmore, 2004).”
How does leadership affect student achievement? Results from a national US survey (2010, background): “In other words, an examination of instruction must be at the heart of the question of how leadership contributes to student learning (Wahlstrom & Louis, 2008).”
Learning-Centered Leadership: A Conceptual Foundation (2006, background): “Leithwood (2001) stressed the “buffering” role of school leaders, in which they connect policy with their unique school community priorities and circumstances in ways that generate local commitment and support for the broader goals despite some teachers’ and parents’ misgivings.”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “While this dynamic is by no means unique to Hong Kong (see Cuban, 1988; Leithwood, 2001; Wildy and Louden, 2000), the intensification of reforms in Hong Kong has made sustaining the trust and commitment of teachers more difficult for Hong Kong’s principals.”