The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

By Viviane M. J. Robinson, Claire A. Lloyd, K. Rowe. 2008

2,516 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/d5757b29e07c4d1b58357be921563cec73f4c2ab

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Citations in the corpus

Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects Models (2010, background): “…facilitate conditions that support effective teaching and learning and build capacity for professional learning and change (Fullan, 2006; Hallinger et al., 1996; Heck et al., 1990; Leithwood et al., 2004, 2009; Marks & Printy, 2003; Opdenakker & Van Damme, 2007; Robinson et al., 2008; Wiley, 2001).”
The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, methodology): “In conclusion, over the past several decades, school effectiveness research has examined the pathways in which principals promote an increase in student achievement (Bryk et al., 2010; Edmonds, 1979; Hallinger & Murphy, 1985; Heck & Hallinger, 2009; Marks & Printy, 2003; Robinson et al., 2008; Seash”
A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership (2011, background): “, 2003), and Australia and New Zealand (Mulford & Silins, 2003; Robinson et al., 2008).”
The Job Realities of Beginning and Experienced Assistant Principals (2012, background): “These types of collaborative professional development experiences have been found to significantly improve student learning outcomes (Robinson et al., 2008).”
A longitudinal study of principals' activities and student performance (2012, background): “itudinal data to examine principal leadership over time (Hallinger & Heck, 1998; Heck & Hallinger, 2010; Jacobsen, 2011; Robinson et al., 2008).”
Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes (2020, background): “The general conception that transformational and instructional leadership practices are disparate approaches leads researchers to attempt to compare their respective effects on student outcomes (e.g., Berkovich, 2017; Robinson et al., 2008).”
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “One particular aspect of principal leadership, instructional leadership, has been confirmed as the most effective for promoting teaching quality and for student learning outcomes in both empirical and synthesis studies (Adams et al., 2017; Robinson et al., 2008).”
Comparing the effects of instructional and transformational leadership on student achievement (2014, background): “The last leadership dimension associated with student achievement was contingent reward, which has been shown in previous research to be associated with student achievement (Robinson et al., 2008).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “The present study focused on leadership at the school level, namely the principal’s IL. IL has been demonstrated to have a larger effect on student achievement than other leadership styles such as transformational leadership or shared leadership (Hallinger, 2011; Robinson et al., 2008).”
Teacher collaboration for change: sharing, improving, and spreading (2020, background): “The roles of principal leadership (e.g. Robinson et al. 2008), middle leadership (e.g. Harris et al. 2019, Bryant et al. 2020) and teacher leadership (e.g. Stoll et al. 2006, Nguyen et al. 2019) in supporting teacher professional learning in schools have been well documented in the literature.”
The Interpersonal Challenges of Instructional Leadership (2015, background): “…co-coordinating, and evaluating the quality of teaching and the curriculum; participating in and promoting teacher learning; and ensuring a school environment that is safe and supportive for both staff and students (Goldring, Porter, Murphy, Elliott, & Cravens, 2009; Robinson, Lloyd & Rowe, 2008).”
Rethinking Instructional Leadership, a Review (2013, result): “Similarly, Robinson et al. (2008) noted that they found only 27 published studies on leadership and student outcomes in their recent analysis of the literature, further illustrating the disconnect between leadership research and research on teaching and learning.”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “The clear intent of instructional leadership is to improve student learning outcomes by strengthening teachers’ instructional practices (Brown et al., 2004; Finnigan, 2010; Heck and Moriyama, 2010; May and Supovitz, 2011; Robinson et al., 2008).”
Transformational School Leadership Effects on Student Achievement (2012, result): “, 2003) but largely in line with Robinson et al.’s (2008) findings.”