How Leadership Influences Student Learning

By K. Leithwood, Karen Seashore Louis, S. Anderson, K. Wahlstrom. 2004

1,892 citations recorded by the source corpus.

Leadership is second only to teaching among in-school influences on student success, according to this landmark examination of school leadership.

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Citations in the corpus

Successful Leadership in Three High-Poverty Urban Elementary Schools (2007, background): “There is a growing body of research that indicates that children, especially those struggling academically, benefit from being in smaller schools, due primarily to the increased likelihood of having a close, personal relationship with at least one adult ( Leithwood, Louis, Anderson, & Wahlstrom, 200”
Principals' influence on instructional quality: insights from US schools (2010, background): “Based on their synthesis of research, Leithwood et al. (2004) stated that school leadership is second only to teaching in terms of impact on student learning.”
A Question of Trust: Predictive Conditions for Adaptive and Technical Leadership in Educational Contexts (2008, unknown): “More recently Leithwood, Seashore-Louis, Anderson, & Wahlstrom (2004) reviewed the literature on leadership and its impact on student achievement and found that leadership is second only to teaching in having an effect on student achievement.”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “through influencing teacher behaviour and practice (e.g. Heck and Hallinger 2009; Leithwood et al. 2004), which has given rise to a recent growing body of research to illuminate the paths through which school leadership influences teachers (e.”
An Australian model of successful school leadership (2009, background): “There have been several important reviews of successful school leadership conducted in recent years (see, for example Leithwood et al., 2006; Leithwood and Riehl, 2003, 2005; Leithwood et al., 2004; Robinson, 2007).”
A longitudinal study of principals' activities and student performance (2012, background): “These activities fall into five main categories: (a) principals' involvement in framing and sustaining their schools' vision or mission and planning specific goals and strategies for school improvement (Hallinger & Heck, 1998 ; Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004); (b) instructio”
First-Year Principals in Urban School Districts (2012, background): “These include the social skills of the principal, teacher capacity, degree of teacher buy-in to the activities of the principal and to district accountability, and support systems (Knapp, Copland, and Talbert, 2003; Leithwood and Reihl, 2003; Leithwood et al., 2004; Waters, Marzano, and McNulty, 200”
Aligning Mental Models of District and School Leadership Teams for Reform Coherence (2008, methodology): “As the words imply, this task involves generating a sense of shared purpose and goals through “creating high performance expectations, monitoring organizational performance, and promoting effective communication throughout the organization” (Leithwood et al., 2004, p. 9).”
Investigating Instructional Leadership for Special Education (2007, background): “Although school leadership has only been indirectly linked to student learning ( Waters, Marzano, & McNulty, 2003 ; Witziers, Bosker, & Kruger, 2003 ), “leadership is second only to classroom instruction among all school related factors that contribute toward what students learn at school” ( Leithw”