Successful School Leadership: What It Is and How It Influences Pupil Learning

By K. Leithwood, Christopher W. Day, P. Sammons, Alma Harris, D. Hopkins. 2006

607 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e045ec00ba6d5862178586faf2d8928e3af0df1b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Christopher W. Day
2. Q. Gu
3. K. Leithwood
4. P. Sammons
5. Alison Kington
6. A. Kılınç
7. D. Hopkins
8. Fatih Bektas

Citations in the corpus

• Successful Leadership: A Review of the International Literature (2013, unknown): “42 Leithwood et al. (2006a).”
• The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Transformational leadership, albeit not directly linked with teaching and learning, emphasises principals providing personal support and intellectual stimulation for teachers, which may consequently affect teacher learning (Leithwood, Harris, and Hopkins 2008; Leithwood and Jantzi 2006).”
• The Impact of Leadership on Student Outcomes (2016, methodology): “While the direct effects of school leadership on pupil outcomes are generally found to be weak (Leithwood et al., 2006), these effects should be interpreted in relation to the size of the effects of other school variables, which are 238 Educational Administration Quarterly 52(2) also generally…”
• Leadership in improving schools: a qualitative perspective (2008, background): “More recently, in a review of literature relating to successful school leadership, distributed leadership was described as ‘being a web of leadership activities and interactions stretched across people and situations’ (Leithwood et al., 2006, p. 46).”
• Testing a Conception of How School Leadership Influences Student Learning (2010, background): “Several recent syntheses of evidence (Leithwood & Riehl, 2005; Leithwood et al., 2006) have identified four broad categories of successful school leadership practices including setting directions, developing people, redesigning the organization, and managing the instructional program.”
• Research into the impact of school leadership on pupil outcomes: policy and research contexts (2008, methodology): “More of this research is highlighted in the next paper in this special issue (Leithwood et al., 2006b, p. 3).”