Conceptual and methodological issues in studying school leadership effects as a reciprocal process

By Philip Hallinger, R. Heck. School Effectiveness and School Improvement, 2011

163 citations recorded by the source corpus.

Over the past 3 decades, a substantial body of scholarship has examined the effects of school leadership on student learning. Most of this research has framed leadership as an independent variable, or driver for change, in relation to school effectiveness and school improvement. Yet, scholars have observed that leadership is also influenced by features of the organizational setting in which it is enacted. This leads us to conclude that predominant approaches to studying school leadership effects provide an incomplete picture of the processes and paths by which leadership contributes to school learning. This paper examines the potential offered by conceptualizations of leadership as a reciprocal, or mutual-influence, process to the study of leadership for learning. We explore a variety of conceptual and related methodological issues that confront researchers who wish to employ this potentially rich but challenging approach to understanding how school leadership contributes to student learning.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/6e0dffdaeded3e7e43fa88740e27aa3e7ec2e4b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alex J. Bowers
2. Angela Urick
3. Lijuan Li
4. A. Walker
5. Philip Hallinger

In Education

1. Alex J. Bowers
2. Angela Urick
3. Philip Hallinger
4. Lijuan Li
5. A. Walker
6. M. Bellibaş
7. A. Kılınç
8. Mahmut Polatcan

In Information Systems and Management

1. Alex J. Bowers
2. Angela Urick
3. Lijuan Li
4. A. Walker
5. Philip Hallinger
6. Jared Boyce

Citations in the corpus

• What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, methodology): “Whether or not the school met state and/or district goals for the previous school year was incorporated as a measure of the current accountability context of the school, which relates to leadership decisions and effectiveness (Hallinger & Heck, 2011; Weathers, 2011).”
• Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, methodology): “From a theoretical perspective, explicit specification of the nature of the relationship among variables in the conceptual model is essential both for clarity of intellectual discourse and in order to carry out valid empirical investigations (Hallinger and Heck, 2011).”