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The document reviews the importance of effective school leadership, highlighting its multifaceted nature involving transformational, pedagogical, and distributed leadership. Studies indicate that while leadership directly influences school performance, its effects are mediated by organizational culture and broader student outcomes. It emphasizes the need for context-sensitive strategies and professional development to enhance leadership effectiveness and improve school outcomes.

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21 views2 pages

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The document reviews the importance of effective school leadership, highlighting its multifaceted nature involving transformational, pedagogical, and distributed leadership. Studies indicate that while leadership directly influences school performance, its effects are mediated by organizational culture and broader student outcomes. It emphasizes the need for context-sensitive strategies and professional development to enhance leadership effectiveness and improve school outcomes.

Uploaded by

Jonathan Alug
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Day (2020) emphasized the growing interest in system leadership, particularly in relation to the

expanding body of international literature on school leadership, especially in low-income


contexts. The review highlights that while effective school leadership is critical for improving
schools, it is not sufficient on its own to ensure success. Leadership influences school
organization, culture, and teachers, which, in turn, have indirect effects on student outcomes.
These effects are often mediated through improvements in the organizational environment,
school culture, and teaching practices. The review identifies three key leadership concepts:
transformational leadership, pedagogical/instructional leadership, and distributed leadership.
Among these, pedagogical/instructional leadership, which focuses on enhancing teaching and
learning, is particularly emphasized as having a significant impact on academic outcomes.
However, the review concludes that these leadership concepts are not mutually exclusive.
Rather, their impact is most effectively achieved through a combination of values-driven and
context-sensitive strategies. Successful school improvement, according to the review, also
requires attention to broader student outcomes such as behavior, engagement, attendance, and
motivation, in addition to academic performance. Ultimately, school leaders—whether at the
level of individual schools or multi-academy trusts—play a crucial role in setting direction,
fostering a positive school culture, and supporting both staff and students in ways that contribute
to sustained success.

Tonich (2021) explored how school head leadership abilities affect school performance, both
directly and indirectly through the school’s organizational culture. This study employed a
quantitative survey design, surveying 350 school principals in Palangka Raya City, Indonesia, to
assess their leadership abilities, school culture, and performance. The results revealed that a
principal's leadership directly influences school performance, and this effect is further mediated
by the school’s organizational culture. However, the study found that the direct impact of
leadership on school performance was stronger than its indirect effect through organizational
culture. This suggests that while a positive school culture is important, leadership itself plays a
more immediate and potent role in improving school outcomes.

McBayer (2020) investigated the relationship between instructional leadership practices and the
leadership self-efficacy of school leaders. The study aimed to understand how principals’
involvement in instructional leadership tasks contributes to their perceived effectiveness, while
controlling for years of experience. A survey methodology was used, involving 100 principals
and assistant principals from public schools in the southeastern United States. The findings
indicated that practices such as supervising and evaluating instruction and monitoring student
progress were significant positive predictors of leadership self-efficacy. While coordinating
curriculum was also an important task, it did not reach the same level of significance. The study
highlights the importance of instructional leadership practices in boosting principals’ confidence
and their ability to lead school improvement efforts. The findings suggest that professional
development focused on these practices could enhance leadership effectiveness, ultimately
contributing to improved school outcomes.

These studies collectively emphasize that effective school leadership is multifaceted, involving
instructional, organizational, and pedagogical strategies, all of which play critical roles in
fostering school improvement. While leadership practices directly impact school performance,
their effects are also mediated by school culture, teacher engagement, and broader student
outcomes. This reinforces the idea that leadership is not a one-size-fits-all approach but requires
a nuanced understanding of context and strategies tailored to the specific needs of each school.

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