Modeling the longitudinal effects of school leadership on teaching and learning

By R. Heck, Philip Hallinger. 2014

232 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fc9caaee54ded54c34177107d21678ead28c89d3

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In Education

Citations in the corpus

Seven strong claims about successful school leadership revisited (2020, background): “…work aimed at identifying the most promising mediators for the attention of school leaders (e.g. Hallinger and Heck 2010; Bryk, Harding, and Greenburg 2012; Heck and Hallinger 2014; Sebastion, Huang, and Allensworth 2017) has aimed to be more specific about the nature and impact of such mediators.”
THE EFFECT OF INSTRUCTIONAL, TRANSFORMATIONAL AND SPIRITUAL LEADERSHIP ON ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE AND STUDENTS’ ACHIEVEMENTS (2021, background): “Achieving goals of improving teachers’ performance ensures the achievement of quality improvement of national education (Heck & Hallinger, 2014; Min et al., 2016).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “These behaviors increase the devotion of teachers to their duties and their willingness to contribute to school development (Heck & Hallinger, 2014).”
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “This conclusion echoes the literature in highlighting the critical role of school climates in promoting teaching (Heck and Hallinger, 2014; Liu et al., 2017).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, methodology): “…on pupil learning is mostly indirect through school organisational conditions, teacher cognitive and emotional states and their professional learning and classroom practices (Blase and Blase 2000; Heck and Hallinger 2014; Leithwood and Jantzi 2006; Sleegers et al. 2014; Thoonen et al. 2011).”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “They build teacher capacity and commitment to change and offer practical assistance in developing faculty knowledge and instructional skills (Heck and Hallinger, 2014; Robinson, 2006; Ross, 1992; Ross and Gray, 2006; Walker and Slear, 2011).”