Linking Leadership to Student Learning

By K. Leithwood, Karen Seashore-Louis. 2011

528 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/73df8bd8a1b0dbf1d94d733e6aed53b2862a923c

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Citations in the corpus

• Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “In short, while teachers do most of the “heavy lifting” in schools, much hope and responsibility has been invested in principals to lead the kinds of improvements policymakers and parents alike want to see (Leithwood & Louis, 2012).”
• Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Based on the construction of these paths and their power indexes, Direction-Setting practices have more influence on some path variables (large impacts on OCB, creating a safe and orderly environment, achieving a shared goal, and Data-informed Collaborative Instructional Knowledge Sharing, Creation,”
• The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate (2018, background): “…and symbolic leadership roles’ (Hallinger, 2003; p. 334), which indirectly impact learning through their direct effect on teachers, structures and processes in the school over time (Harris, 2009b; Heck & Hallinger, 1998; Leithwood & Seashore-Louis, 2012; OECD, 2001; Robinson, Lloyd, & Rowe, 2008).”
• An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “Many scholarly efforts have been dedicated to school process, culture, teaching, etc., in order to bridge school leadership and student learning outcomes (Leithwood & Seashore-Louis, 2012).”
• Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “The findings of these studies are particularly alarming considering that school leadership is as crucial to an effective school environment that fosters students’ learning as the impact of teachers themselves (Day, 2011; Leithwood & Louis, 2012; Price & Moolenaar, 2015).”
• Successful Leadership: A Review of the International Literature (2013, unknown): “126 Leithwood & Jantzi (2006).”
• The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “The idea of the principal being a “superman” in school has gradually lost its prominence as a result of the accountability movement, which augments the complexity of roles and responsibilities of a school principal (Leithwood and Seashore-Louis, 2012).”
• Effects of support on stress and burnout in school principals (2016, background): “It is evident that good teachers do their best work in a school with good leadership (leithwood, louis, and Anderson 2012).”