K-12 Educational Leadership Research Guide: Eric Database Articles

Districts throughout the nation are engaged in comprehensive transformation to “turn around” low performing schools. Standardized test scores are used to gauge student achievement; however, academic gains may lag behind leading indicators such as improved school climate and effective leadership.

Administrators cannot, and should not, be the only leaders in a school. The pervasive
view of the principal as the sole instructional leader in school is inadequate and increasingly difficult given the current demands for accountability and student learning results.

This instructional module describes a performance assessment designed to equip prospective principals with knowledge and skill needed to evaluate curriculum, observe and assess instruction, and interact meaningfully with teachers.

Disengagement from learning at school is a serious problem, not only for the visibly disengaged (such has those who drop out from school), but also for ‘disengaged achievers’ – students who are adept at achieving good grades, but are turned off learning by school, and who often struggle when given more independence at college or University or in the workplace.

Many school leaders today, not to mention many teachers, view “accountability” as a loathsome political monster. Looming over
educators, insensitive to the many problems they face, it wields the carrot of rewards in one hand and the club of sanctions in the other.

The educational challenge of the 21st century is to achieve higher levels of learning for all children.

This paper was prepared in support of the OECD Education Committee’s Activity
Attracting, Developing and Retaining Effective Teachers in its 2002-2004 Program of Work.

The aim of this study is to determine the primary and high school principals’ competency in technology leadership
and so to define implications for advanced competency.

This study explored the perspectives and viewpoints of the teachers and students in relation to the influence of the head teacher and senior leadership team on students’ behavior management in the form of policies, procedures and support mechanisms in a secondary school in Karachi
Pakistan.

This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools.

Successful educational leadership is not a random phenomenon, but an executed success which leaves clues whereby one can discover them. These clues lead to a desired destination—higher student achievement. Essential, non-negotiable elements have been identified. That is, each element has been systemically embedded at schools that have turned from low performing to high performing schools.

Teacher leadership plays a significant role in the professional culture of many schools across the country, according to principals who value it.

Effective leadership is widely accepted as being a key constituent in achieving school
improvement. The evidence from the international literature demonstrates that effective leaders exercise an indirect but powerful influence on the effectiveness of the school and on the achievement of students

This guide is intended to be a practical primer to help education leaders meet the daily challenges of school leadership. It show show to include leadership in an integrated system of educational accountability, teaching, and curriculum for student achievement; how to do away with ineffective, obsolete, and unnecessary practices; and how to develop the skills to evaluate, coach, and groom new leaders.

Effective instruction is one of the most critical factors in increasing student achievement (Schmoker, 2006). In fact, the effectiveness of their teachers has 6 to 10 times more impact on students’ academic outcomes than all other factors combined.

This review illuminated principal school leadership as a variable that impacted
achievement. The principal as school leader and manager was explored because
these roles were thought to impact student achievement both directly and indirectly.
Specific principal leadership behaviors and principal effectiveness were explored as variables potentially impacting both teachers and student achievement. Leadership was considered a variable that could improve teacher efficacy although it could also diminish this capacity when school leadership was ineffective.