Direction-setting school leadership practices: a meta-analytical review of evidence about their influence

By Jingping Sun, K. Leithwood. 2015

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e71310e8d1c6ed218d6f38d02e8157e60546ab9b

How researchers see this paper

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

In Developmental and Educational Psychology

1. Alma Harris
2. M. Bellibaş
3. Lorna M. Porter
4. D. Liebowitz
5. A. Kılınç
6. Mahmut Polatcan
7. K. Leithwood
8. Hanifi Parlar

In Education

1. A. Kılınç
2. M. Bellibaş
3. Mahmut Polatcan
4. D. Hopkins
5. Alma Harris
6. Lorna M. Porter
7. D. Liebowitz
8. K. Leithwood

Citations in the corpus

• Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Teachers can show more commitment when they make collective efforts toward a goal (Al-Mahdy et al., 2018; Marks & Printy, 2003; Sun & Leithwood, 2015).”
• Seven strong claims about successful school leadership revisited (2020, background): “…review and synthesis of five comprehensive leadership frameworks (Hitt and Tucker 2016), a series of meta-analytic reviews (Leithwood and Sun 2012; Sun and Leithwood 2015; Sun and Leithwood 2017) and several quantitative empirical studies that test parts or all of this conception of leadership…”
• 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): “Subsequent inquiries have also debated the adaptability of an integrated or hybrid model of leadership into various school contexts (Bush, 2014; Day et al., 2016; Hallinger, 2007; Heck & Hallinger, 2009; Li & Liu, 2020; Printy et al., 2009, 2010; Sun & Leithwood, 2015).”
• The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “…been previous efforts to synthesize the effects of principals on schools (Hitt & Tucker, 2016; Leithwood & Sun, 2012; Marzano, Waters, & McNulty, 2005; Osborne-Lampkin, Folsom Sidler, & Herrington, 2015; Robinson, Lloyd, & Rowe, 2008; Sun & Leithwood, 2012, 2015; Witziers, Bosker, & Krüger, 2003).”