The impact of school leadership on school level factors: Validation of a causal model

By M. Krüger, B. Witziers, Peter J. C. Sleegers. 2007

211 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bf60438da12d319c9a837079511d9fbf3a281a25

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In Education

Citations in the corpus

Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “Our study contributes to an increasing global effort to have a better understanding of the paths through which school leaders can exert influence in schools (e.g., Hallinger and Heck, 1996, 1998; Kruger et al, 2007; Robinson et al., 2008).”
School leadership, sex and gender: welcome to difference (2008, methodology): “Krüger et al. (2007) conducted a path analysis in order to investigate the chain of variables from the principal to student achievements, taking gender into account amongst other context factors.”
Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school (2011, background): “These attitudes are crucial for innovation, school improvement (Kruse and Seashore Louise 2009), and student achievement (Krüger et al. 2007).”
Exploring the Impact of School Leadership on Pupil Outcomes: Results from a Study of Academically Improved and Effective Schools in England. (2011, result): “Our results differ somewhat to those reported by Kruger et al. (2007)”
Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, background): “These findings confirm the significant role leadership is playing in school improvement and educational change as often emphasized in the literature (Geijsel et al, 2001 , 2009 ; Heck & Hallinger, 2009 ; Kruger, Witziers, & Sleegers, 2007 ; Leithwood & Jantzi, 2006 ; Thoonen et al, 2011 ).”
A longitudinal study of principals' activities and student performance (2012, background): “…and account for the multilevel structure of schools, and these analyses have been much more successful in identifying the influences that leaders can have on student achievement (Day et al., 2009; Heck & Hallinger, 2010; Krüger et al., 2007; Louis, Leithwood, et al., 2010; Supovitz et al., 2010).”
Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects Models (2010, background): “…scholars have argued for the need to explore the possibility that leadership effects on relevant school improvement processes are reciprocal or mutually reinforcing (Edvantia, 2005; Hallinger & Heck, 1996b; Heck & Hallinger, 2009a, 2009b; Krüger et al., 2007; Pitner, 1988; Southworth, 2002).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Though researchers have confirmed the significant influence of the principal on organizational outcomes, a large body of studies have stressed the mediating function of organizational culture and climate (Krüger et al., 2007; McCarley et al., 2016).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “Thus, researchers have examined leadership effects on student engagement with the school (Leithwood and Jantzi, 2000); school capacity for change (Krüger et al., 2007; Sleegers et al., 2002; Spillane and Thompson, 1997; Thoonen et al., 2012); faculty trust (Hoy et al.”
Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education (2019, background): “…accordance with prevalent theoretical notions on the impact of school leadership (Bossert et al., 1982; Geijsel et al. 2009; Hallinger & Heck, 1996; Krüger et al., 2007; Leithwood & Levin, 2005; Sebastian & Allensworth, 2012), an indirect effect on learner centred teaching practices was…”
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, background): “Next, our results showed that the extent to which teachers influence school decision making also affected their organizational commitment, which is in line with earlier research of Kushman (1992), which concluded that involving teachers more in school decision making is an important working conditio”