Testing a Conception of How School Leadership Influences Student Learning

By K. Leithwood, S. Patten, D. Jantzi. 2010

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Citations in the corpus

Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes (2020, background): “, Supovitz, Sirinides, & May, 2010); and the work of Marks and Printy (2003) is worth noting. Drawing on a data set collected from 22 schools in the United States, Marks and Printy (2003) established the coexistence of both transformational leadership and instructional leadership, labeling this patt”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, methodology): “In terms of theory, the findings affirm a developing trend among scholars that seeks to incorporate both relational (e.g. trust) and technical (e.g. teacher learning) dimensions into models of leadership and learning (Hallinger, 2003; Day et al., 2009; Leithwood and Sun, 2012; Leithwood et al., 2008”
Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement (2011, background): “Although Leithwood, Patten, and Jantzi (2010) have discussed transformational leadership practices to improve CTE to positively influence student learning, the literature does not include an examination of the influence of specific principal instructional leadership behaviors and tasks on CTE as a…”
“It all comes down to the leadership” (2014, background): “…in challenging circumstances, the focus on school improvement has led to an emphasis on individualised, transformational leadership in which the role of the principal has been seen as central to the successful, flexible, learning organisation (Bush, 2011; Giles, 2006; Leithwood et al., 2010).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…on classroom teaching and student learning for almost half a century (e.g. Bossert et al., 1982; Goddard et al., 2019; Hallinger et al., 1996; Leithwood et al., 2010; Sebastian and Allensworth, 2012; Sebastian et al., 2016; Supovitz et al., 2010; Thoonen et al., 2011; Vescio, et al., 2008).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “The rationale for this change is grounded in research that has validated the effects of instructional leadership on student learning, school quality, and school improvement (Hallinger, 2011; Hallinger and Heck, 1998; Leithwood et al., 2010; Marks and Printy, 2003; Robinson, 2006).”
The Impact of Leadership on Student Outcomes (2016, background): “Leithwood, Patten, and Jantzi (2010) argue that it is likely that the influence of different leadership practices travel different routes (i.e., influence different mediators) to improve student outcomes.”
How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, background): “…to school effectiveness (Goddard, Tschannen-Moran, and Hoy, 2001), school climate (Hoy et al., 1996; Tarter et al., 1989) and student achievement (Leithwood et al., 2010), even when socioeconomic status and other student demographics (prior achievement, school SES, race, and gender) are…”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Leithwood, Patten, and Jantzi (2010) found the following: Evidence suggests that teacher trust is critical to the success of schools and nurturing trusting relationships with students and parents is a key element in improving student learning [. . .].”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “Other mediators such as trust, commitment, and agency have also been found to mediate the effects of school leadership (Hallinger et al., 2018; Leithwood et al., 2010; Piyaman et al., 2017; Ross and Gray, 2006).”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…(e.g., instructional leadership [IL] and transformational leadership [TL]) are significantly related to teacher professional growth and the enhancement of effective IP (e.g., Goddard et al., 2019; Heck & Hallinger, 2009; Leithwood et al., 2010; Sebastian & Allensworth, 2012; Thoonen et al., 2011).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “This framework contrasts with predominant models of principal leadership effects on students (e.g., Hallinger & Heck, 1998; Leithwood et al., 2010) in which leadership effects are thought to be “fully mediated.”
Seven strong claims about successful school leadership revisited (2020, methodology): “In addition, we refer to our own recent work to illustrate the direction of such research (Leithwood, Sun, and Pollock 2017; Leithwood, Sun, and Schumacker 2017; Leithwood, Patten, and Jantzi 2010).”