AD 776 Project

Running head: IMPACT OF SCHOOL INSTRUCTIONAL LEADERS 1
Impact of School Leaders on Student Achievement
Samantha Laraia and Sarah Martinez
Loyola University of Maryland

IMPACT OF SCHOOL LEADERS ON ACHIEVEMENT 2
ABSTRACT
Student achievement is one of the most important factors that reflects positively on
administrators as school leaders, yet also the most scrutinized. Therefore, it is important to
understand what impact school leaders actually have that directly affects student
achievement. The question that guided our research was to determine whether or not
school leadership actually has a significant impact on student achievement. We approached
this project by completing comprehensive literature reviews to help determine what impact
the school leaders make on achievement. The research led to multiple conclusions; there is
not one specific answer as to whether or not school leaders have a positive impact on
student achievement. Limitations were noted in some cases due to the lack of data and
research found which then made the research seem very opinion based rather than data
based. In conclusion, it was found that school leaders do have an impact on student
achievement, but it is not clear whether that is a direct impact or an indirect impact.
Several articles noted that teachers have more of an impact on students depending on the
type of leadership within schools.

Introduction
Leadership has always played an important and vital role in education as a whole. More
specifically, leadership within schools is something that is always scrutinized and viewed under a
microscope. Principals and other school leaders are held accountable for everything that takes
place within the walls of their school. Schools all over the world are under a microscope in
terms of whether they are a successful school or a school in need of change. One of the factors
that is constantly under review in schools is the type of leadership that is displayed by
administrators (Louis, Dretzke, & Wahlstrom 2010 ). Researchers have been investigating
specifically the effect leadership has on a school's achievement, and what type of leadership is
most effective. The most common types of leadership in schools are instructional,
transformational, and shared leadership. While each type of leadership is effective, some are
more effective than others when it comes to student achievement.
Statement of the Problem
An almost constant discussion in education today is what effect, or how effective, are
school leaders in relation to student achievement. While student achievement is a broad topic, it
really all can be related back to the school leaders and what role they play within the school
building.
Research Question/Sub-Questions
The research questions that are addressed throughout the following literature reviews are:
What impact do school leaders have on student achievement?

Is there a certain kind of school leadership that is more effective than another in relation
to student achievement?
What does the relationship between school leaders and trust have to do with student
achievement?

Significance of the Review
It is important to see what works and does not work when it comes to students achieving
in schools. Due to administration playing a huge role in whole school and individual student
achievement, it is pivotal to determine how leadership affects student achievement. It is also vital
to understand which leadership style, if any, are more effective over another.
Key Terms: Instructional Leadership, Student Achievement, School Leader, Collaboration,
Transformational Leadership, Shared Leadership, School Climate, School Achievement,
Evaluation, Principal Effectiveness

Review of the Literature
Article 1 information A Systematic Review of the Relationships between Principal

Characteristics and Student Achievement
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2015). A
Systematic Review of the Relationships between Principal
Characteristics and Student Achievement. REL 2016-091 (p. 52).
Washington D.C.: Regional Educational Laboratory Southeast.
Osborne-Lampkin, L., Slider Folsom, J., & Herrington, C. (2015) A
systematic review of the relationships between principal characteristics
and student achievement National Center for Education Evaluation and
Regional Assistance
What was studied? This article studied fifty two empirical studies that had been published
between 2001 and 2012. The study focused on relationships between
principal characteristics and student achievement in the United States.
The purpose of the article was to answer the question, What is known
about the relationships between principal characteristics and student
achievement?.
What methodology was The methodology used in this article is both quantitative and qualitative
used?
research. To be considered for this article studies must have been an
empirical study in a K-12 study in the United States, been a peer
reviewed journal article, been published between 2001 and 2012,
include operationally defined and measurable principal characteristics,
include at least one measure of student achievement, and specifically
analyze the relationship between the principal characteristic and student
achievement. The quantitative literature included in this article were
principal characteristics and were supported by the qualitative research
that describes the application of the characteristics.

How was the data The researchers analyzed the data by organizing the information into
analyzed?
several tables. They also used flow charts to organize the results.
What did the researcher Osborne, Slider, and Herrington found that three studies found a
(s) find?
positive effect of principals monitoring and providing feedback to
teachers and students on student achievement. They also found four
studies found a positive effect between principals having a vision for
student learning and improved student learning. The researchers also
found that research supports a relationship between providing support
for professional development and student achievement.
What conclusions did Researchers came to the conclusion that there is a correlation or
the researcher (s)
make? descriptive information about the relationships between the principal
characteristics and student achievement.
Article 2 information How Principals and Peers Influence Teaching and Learning
Supovitz, J., Sirinides, P., & May, H. (2009). How Principals and Peers
Influence Teaching and Learning. Educational Administration
Quarterly, 46(1), 31-56.
Supovitz, J., Sirinides, P., & May, H. (2010) How Principals and Peers
Influence Teaching and Learning Educational Administration Quarterly
What was studied? This article examined the effects of principal leadership and peer teacher
influence on teacher instructional practice and student learning and
achievement. The study took place in an urban school district in 2006-
2007. The research specifically looked at principal and peer influence on
teachers instructional practice in English Language arts (ELA) and math
and how the instructional practice impacted student achievement.

What methodology was The methodology for this study was the use of a qualitative teacher
used?
survey and analyzation of student achievement data in ELA (English
Language Arts) and math classes. The researchers also created five
research questions.
How was the data Researchers used an analytic model and a structural model to analyze the
analyzed?
data that was collected. A multilevel framework was also used to in
analyzing data.
What did the researcher Supovitz, Sirinides, and May found that the results show a positive
(s) find?
association for principal and peer influence with teachers change in
instructional practice in math and ELA. Specifically, there was a
significant difference between what impacted the different contents
more. In ELA, principal leadership had a greater impact on instructional
practice and student leadership while in math teachers were more
influenced by their peers. One suggestion is that because many
principals are uncomfortable with math, they spend more time focusing
on the contents which they feel they can have a great impact on student
achievement.
What conclusions did Researchers concluded that principals do not have a direct impact on
the researcher (s)
make? teachers change in instruction based on peer influence. Conclusions the
researchers made also show a confirmation of previous studies and also
new additions to the research related to leadership practice and student
learning.
Article 3 information Instructional, Transformational, and Managerial Leadership and Student

Achievement: High School Principals Make a Difference
Valentine, J. W., & Prater, M. (2011). Instructional, Transformational,
and Managerial Leadership and Student Achievement: High School
Principals Make a Difference. NASSP Bulletin, 95(1), 5-30.
Valentine, J., Prater, M. (2011) Instructional, transformational, and
managerial leadership and student achievement: high school principals
make a difference NASSP Bulletin
What was studied? This article studied the impact of principal managerial, instructional, and
transformational leadership on student achievement. Student
achievement was measured by standardized high-stakes test in public
high schools.
What methodology was The methodology used in this study was quantitative. Surveys were used
used?
to collect data from high school principals that had been serving as
principal for more than three years. There were 313 schools selected to
participate in this study, and 155 principals agreed to participate.
How was the data The data was analyzed by organizing the data obtained from the surveys
analyzed?
into tables. The researchers also used descriptive statistics.
What did the researcher The researchers found a positive correlation between each type of
(s) find?
leadership, managerial, instructional, and transformational and student
achievement. Principals must have a strong sense of the curriculum and
instructional practices. Effective principals also look at coordinating the
curriculum and monitoring student progress.
What conclusions did The researchers concluded that all nine of the factors of principal
the researcher (s) make?
leadership play a role in student achievement. An effective principal will
display traits of each of the nine factors. Five of the nine effective
leadership factors were found to be the most influential on student

achievement. These five factors include, instructional improvement,
curricular improvement, identifying a vision, providing a model, and
fostering group goals. Instructional and curricular improvement were
used to measure instructional leadership.
Article 4 information Examining the Effects of Instructional Leadership on School Academic

Press and Student Achievement
Mitchell, R. M., Kensler, L. A., & Tschannen-Moran, M. (2015).
Examining the Effects of Instructional Leadership on School Academic
Press and Student Achievement (2nd ed., Vol. 25, P223-251, pp. 223-
251, Rep.). Rowman & Littlefield.
Mitchell, R., Kensler, L., & Tschannen-Moran, M. (2015) Examining the
Effects of Instructional Leadership on School Academic Press and
Student Achievement Journal of School Leadership
What was studied? The researchers studied the effects of instructional leadership on student
achievement and academic press in an urban school district. Academic
press is defined as, the degree to which a school is driven by a focus on
academic achievement and establishes high expectations for all
students.
What methodology was The researchers used quantitative research. The researchers surveyed
used?
principals, teachers, and parents of a single urban school district that
included 35 elementary schools, 9 middle schools, and 5 high schools.
How was the data The researchers analyzed the data by organizing it into several tables.
analyzed?
They also used descriptive statistics and a conceptual model.
What did the researcher The researchers found that instructional leadership has an indirect effect
(s) find?
on student achievement. The study found that instructional leadership
plays a role in the school climate, which in turn affects student
achievement. The researchers also found that this study showed that
instructional leadership directly affects school academic press.
What conclusions did Researchers concluded that school leadership strongly relates to
conditions that directly affect student achievement. They also concluded
that school principals need to have leadership skills that foster school
climate, and embodies a strong press for academic. Their research
suggest that instructional leadership includes but is not limited to
monitoring teaching, offering support, promoting professional
development, sharing decision making, and nurturing leadership among
the faculty line.
Article 5 information Comparing the Effects of Instructional and Transformational Leadership

on Student Achievement
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2013).
Comparing the effects of instructional and transformational leadership
on student achievement: Implications for practice. Educational
Management Administration & Leadership, 42(4), 445-459.
Shatzer, R.H, Caldarella, P., Hallam, P.R, & Brown, B.L. (2014)
Comparing the Effects of Instructional and Transformational Leadership
on Student Achievement: Implications for Practice Educational
Management Administration & Leadership
What was studied? The researchers compared instructional and transformational leadership
theories. The researchers then studied which leadership practice best
predicted student achievement.
What methodology was The methodology used was a quantitative approach to gathering data.
used?
The researchers sent out questionnaires to 37 elementary schools (K-6).
Elementary teachers within the schools chosen were asked to fill out an
anonymous questionnaires evaluating their principals leadership
behavior. Teachers were randomly assigned to complete either the
transformational leadership questionnaire or the instructional
questionnaire.
How was the data The data was analyzed by descriptive statistics.
analyzed?
What did the researcher The results from the questionnaire indicated that instructional leadership
(s) find?
accounts for more of student achievement then transformational
leadership. The researchers also found that neither instructional
leadership nor transformational leadership account for student
achievement without controlling for school context and principal
demographics.
What conclusions did Researchers concluded that the results of their study showed few
dimensions of leadership predicted student achievement. However, the
results for student achievement showed instructional leadership justifies
for more of the variance in the raw scores than the transformational
leadership.
Article 6 information Principal Leadership and School Performance: An Integration of

Transformational and Instructional Leadership
Marks, H. M., & Printy, S. M. (2003). Principal Leadership and School
Performance: An Integration of Transformational and Instructional
Leadership. Educational Administration Quarterly, 39(3), 370-397.
Marks, H. & Printy, S. (2003) Principal leadership and school
performance: an integration of transformational and instructional
leadership Educational Administration Quarterly
What was studied? A central theme in this research was on shared instructional leadership
and how important it is that teachers and principals share leadership
opportunities that lead to student improvement and achievement. The
study also focused on schools in reform and how shared instructional
leadership and transformational leadership are both ways to lead schools
through reform.
What methodology was The study used both quantitative and qualitative methods to gather data
used?
about the 24 urban schools (8 high school, 8 middle school, and 8
elementary) selected for this research. Teachers responded to surveys
about several topics (instructional practices specifically). The researchers
also collected examples of student work and were rated based on
success/achievement.
How was the data The researchers took their finding and created scatterplots to help them
analyzed?
identify correlations.
What did the researcher Marks and Printy found that nine schools scored low on shared
(s) find?
instructional leadership. Therefore the principals and teachers did not
successfully enable co-leadership practices that lead to student
achievement.
What conclusions did There is a correlation between the data that was analyzed. Schools where
there were low findings of transformational leadership had higher
evidence of a presence of shared instructional leadership. The results of
the research were inconclusive and there was no direct answer as to
whether or not these forms of leadership actually led to greater student

achievement in schools in reform.
Article 7 information Leadership Practices of Successful Middle School Principals

Sanzo, K. L., Sherman, W. H., & Clayton, J. (2011). Leadership practices
of successful middle school principals. Journal of Educational Admin
Journal of Educational Administration, 49(1), 31-45.
Sanzo, K., Sherman, W., & Clayton, J. (2010) Leadership practices of
successful middle school principals Educational Administration
Quarterly
What was studied? This study was conducted due to the lack of valid and substantial
research related to successful practices of school leaders to improve
student achievement. This study was not meant to be a solo study, the
hope of the researchers was that this would be the first in a series of
studies focused on this topic. The specific focus of this study was to
provide more insight into how principals of middle schools help to
increase high levels of student achievement. The researchers theory is
that while classroom instruction has the greatest impact on student The
researchers theory is that while classroom instruction has the greatest
impact on student achievement, school leadership has the second greatest
impact.
What methodology was Qualitative research was conducted for this project. Researchers focused
used?
their studies around three research questions that all lead back to the idea
that instructional school leadership is needed in order for students to
achieve. Ten principals in Virginia were chosen and interviewed for the
study, therefore making this qualitative research. Principals were asked
questions about leadership practices that they thought worked and did not
work.
How was the data The article does not explain or explicitly state how the data and
analyzed?
interviews the researchers gathered were analyzed.
What did the researcher Sanzo, Sherman, and Clayton found several common themes in relation
(s) find?
to leadership practices used in school to allow for student achievement.
The interviews with the principals revealed that there is not one specific
approach to influencing student achievement that necessarily works
better than another.
What conclusions did The researchers were led to several conclusions. One focus that seemed
to be repeated in the findings is that all school leaders think/plan with the
end in mind, the end being student achievement. It was mentioned
several times that student achievement is significantly influenced by staff
collaboration. Researchers also noted that while internal school
leadership (principals) can significantly influence student achievement,
external (central office) supports are also needed and cannot be
discounted.
Article 8 information Edgerson, D. & Kritsonis, W. (2006) Analysis of the influence of

principal-teacher relationships on student academic achievement: a
national focus National Journal for Publishing and Mentoring Doctoral
Student Research
What was studied? The focus of this article was on the relationship between student
achievement based on relationships between teachers and principals, and
what adds to student academic success.

What methodology was This analysis provided no data whatsoever. This article was essentially a
used?
large literature review that references several articles about the topic, but
provides no specific qualitative or quantitative data.
How was the data The articles that are referenced throughout this analytical article provide
analyzed?
details of different aspects of school leadership that are important and
influential to student success. The article references the fact that new
studies are being analyzed that not only address the theories about how
important the principal is in a school, but also about how important
teacher-principal relationships are.
What did the researcher The authors discuss that interpersonal relationships between
(s) find?
principals/instructional leaders and students are important and can
increase student achievement. They also refer to the idea that there is no
correct answer when it comes to the topic of how exactly principals
influence the instructional practices of teachers in their schools.
What conclusions did A key finding which Edgerson and Kritsonis discuss is that if there are
positive relationships within a school building, meaning that instructional
leaders and classroom leaders have a positive relationship, this can
directly impact student achievement in a positive way. The authors
ultimately conclude that positive climates amongst principals and
teachers ultimately lead to greater school and student achievement.
Article 9 information Chappelear, T.C., & Price, T. (2012) Teachers perceptions of high school
principals monitoring of student progress and the relationship to student
achievement International Journal of Educational Leadership
Preparation
What was studied? This study focused on the relationship between principals monitoring
student progress and how that relates to student achievement. The study
references the fact that school leaders are under immense pressure to
increase and improve student achievement. The research focused on the
relationship between teacher perceptions of high school principals use of
data to monitor student progress and student achievement. In other words,
how well principals use data to focus on the criteria that students are
achieving.
What methodology was The study reviewed qualitative research that had been gathered between
used?
1970 and 2003. The research was both qualitative and quantitative in the
use of a survey that was provided to 44 high schools. Eventually there
were only 18 schools included in the study.
How was the data The data was analyzed by reviewing the descriptive statistics based on the
analyzed?
responses to the surveys that were provided.
What did the researcher There were several findings that the researchers noted. One finding was
(s) find?
that all three groups of teachers that were surveyed rated their principal
negatively when it came to meeting with teachers to discuss student
grades and progress. How can principals help improve student
achievement if they are not meeting with teachers to discuss the progress?
The main outcome of this study that was discovered is that there is really
no relationship between teachers perceptions of principals monitoring of
student progress and how that links to higher student achievement.
What conclusions did The researchers conclusions led to several recommendations. One
the researcher (s) make? specific recommendation was that a culture needs to be built in schools
that focuses specifically on principals monitoring student progress. The
researchers suggest that the more principals focus on student progress, the
better instructional leaders they will be.
Article 10 information Principals, Trust, and Cultivating Vibrant Schools

Tschannen-Moran, M., & Gareis, C. (2015). Principals, Trust, and
Cultivating Vibrant Schools. Societies, 5(2), 256-276.
Tschannen-Moran, M. & Garesis, C. (2015) Principals, trust, and
cultivating vibrant schools Societies
What was studied? The key focus of this research was to prove that trust is a vital part and
incredibly important to the relationship between instructional leadership
and student achievement. The researchers discuss how important trust is
to every aspect of a school, but specifically the importance of trust and
being a school leader. It was noted that of specific importance is the trust
that teachers have for their principals. When teachers trust their principals,
students see a more positive environment within the school and this is
found to lead to greater student achievement.
What methodology was This article did not specifically conduct their own research but instead did
used?
intensive literature reviews of other research and findings by other
researchers.
How was the data The authors analyzed the different components of what they consider to
analyzed?
be important in terms of trust and trustworthiness of a principal as a
school leader. The components discussed were: vulnerability,

benevolence, honesty, openness, competence, reliability, and trustworthy
leadership. According to the authors, these are the key parts of trust and
student achievement.
What did the researcher The authors found that there is a definite correlation between trust and
(s) find?
student achievement. The authors note several times that trust between
principals and teachers in a school creates a more positive school climate.
A positive school climate is just one of several components that build to
What conclusions did The authors state that trustworthy leadership is something that is built
over time through interactions that showcase the different components of
trust mentioned above in how the data was analyzed. The authors also
noted several suggestions on how to continue research like this in the
future. For example, there are several different paths to look down. The
article concluded with a statement from the authors noting how incredibly
important building trust is within a school building.
Article 11 information Shatzer, R. (2009) A comparison student between instructional and

transformational leadership theories: effects on student achievement and
teacher job satisfaction Brigham Young University Scholar Archives
What was studied? This study focused on three things: the comparison of instructional and
transformational leadership, the impact that school leaders have on
student achievement, and what school leadership practices are most linked
to achievement in students. The study also makes several references to the
importance of the principal as a leader.

What methodology was Shatzer used data gathered qualitatively from 37 schools. Principals
used?
completed a questionnaire about their thoughts on how well they
portrayed the traits of a leader. Teachers in the schools completed surveys
about their principals. Specifically researchers used the MLQ (multifactor
leadership questionnaire), the PIMRS (principal instructional management
rating scale), the TJSS (teachers job satisfaction scale), and analyzed
student achievement data.
How was the data Researchers used descriptive statistics to identify the frequency, central
analyzed?
tendency, and variability measures throughout the study.
What did the researcher Throughout the study researchers found that a principal's use of
(s) find?
instructional leadership versus transformational leadership compiled
conflicting results in reference to which was better for a combination of
both teacher job satisfaction and student achievement.
What conclusions did Shatzer found that in reference specifically to student achievement,
instructional leadership had much more of an impact than
transformational leadership. It is also noted that the implications of
transformational versus instructional leadership will almost always be an
ongoing debate for research.
Article 12 information Triangulating Principal Effectiveness: How Perspectives of Parents,

Teachers, and Assistant Principals Identify the Central Importance of
Managerial Skills
Grissom, J. A., & Loeb, S. (n.d.). Triangulating Principal Effectiveness:
How Perspectives of Parents, Teachers, and Assistant Principals Identify
the Central Importance of Managerial Skills. PsycEXTRA Dataset.
Grissom, J. & Loeb, S. (2011) Triangulating principal effectiveness: how

perspectives of parents, teachers, and assistant principals identify the
central importance of managerial skills American Educational Research
Journal
What was studied? Grissom and Loeb wanted to focus on instructional leadership, what
makes principals effective leaders, and how that impacts student
achievement. They focused more on what qualities principals should have
in order to help students be successful. One main focus of the study was
task-effectiveness of principals.
What methodology was Qualitative surveys were sent to school leaders (principals, assistant
used?
principals, and teachers) in the Miami, FL area as well as parents to
determine which skills are most needed by a principal to be effective and
lead to student achievement. Researchers also compiled student grades
from these schools to compare with the positive/negative survey results.
How was the data Data collected from the qualitative surveys was merged with
analyzed?
administrative records from the school district. The combination of these
resources was put together in a table format using descriptive statistics.
There are several tables and graphs throughout the study that demonstrate
how the researchers were able to analyze the data which was gathered.
What did the researcher This study helped the researchers to identify more successful ways of
(s) find?
determining how effective a principal/school leader is. Without a good
way of determining how well a principal leads, there is no clear way to
determine how much of an impact a principal has on student achievement.
The researchers also note that their findings should not be taken and
interpreted at surface level. They also note that if research such as what
they did is going to continue in the future, those future researchers need to
use a more diverse grouping/sampling of people to survey.
What conclusions did Grissom and Loeb concluded that a broad look at principal leadership is
needed in order to see the different aspects of principal success in terms of
achievement.
Article 13 information Leading Educational Change: Reflections on the Practice of Instructional

and Transformational Leadership
Hallinger, P. (2003). Leading Educational Change: Reflections on the
practice of instructional and transformational leadership. Cambridge
Journal of Education, 33(3), 329-352.
Hallinger, P. (2003) Leading Educational Change: Reflections on the
Practice of Instructional and Transformational Leadership Cambridge
Journal of Education
What was studied? The researcher reviewed a vast amount of conceptual and empirical
development studies on instructional and transformational leadership.
What methodology was Due to this article being a literature review of several studies on
used?
instructional and transformational leadership neither quantitative nor
qualitative methods were used. This article provided no data, only stated
research findings from other studies.
How was the data This article provided no data and only reviewed some research from other
analyzed?
literature reviews. The little data that the researchers reviewed were put
into tables to organize the remarks from principals.
What did the researcher After reviewing a large amount of studies, it was found that leadership
(s) find?
which comes from a principal that is focused on curriculum and
instruction in elementary schools within urban poor communities was

more effective in student achievement.
What conclusions did After reviewing several studies on instructional and transformational
leadership the researcher concluded that the effectiveness of these two
leadership models correlates to circumstances in the external
environment. The researcher argues that the definitions of these two
leadership models are still evolving as schools and their needs change.
Article 14 information The Impact of Leadership on Student Outcomes: An Analysis of the

Differential Effects of Leadership Types
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The Impact of
Leadership on Student Outcomes: An Analysis of the Differential Effects
of Leadership Types. Educational Administration Quarterly, 44(5), 635-
674.
Robinson, V., Loyd, C., & Row, K. (2008) The Impact of Leadership on
Student Outcomes: An Analysis of the Differential Effects of Leadership
Types Educational Administration Quarterly
What was studied? The researchers studied the effect of instructional and transformational
leadership on students academic and nonacademic outcomes.
What methodology was The methodology that was used for this studied was quantitative. The
used?
researchers studied 27 published studies on instructional and
transformational leadership and their impacts on student outcomes. They
used different statistical techniques to analyze the data. The researchers
claim this will create an overall measure of the impact of leadership on
student outcomes.
How was the data Researchers analyzed the data by using analytical and statistical
analyzed?
techniques. Results from the studies were put into spreadsheets.
What did the researcher The researchers found that the average effect of instructional leadership
(s) find?
was three to four times more than the effect of transformational leadership.
The researchers also noted that there was even a small negative effect of
leadership on student outcomes. Due to the range of effects for
instructional leadership the researchers state that these results should be
interpreted with caution.
What conclusions did The researchers were able to conclude that the more involvement and
understanding leadership has in teaching and learning the higher impact
they will have on student outcomes. The researchers also concluded that
instructional leadership has a higher impact on student outcomes than
transformational leadership does. They believe that this is due to
transformational leadership having more of an impact on other leaders
than on students.
Article 15 information Waters, T., Marzano, R., & McNulty, B. (2003) Balanced Leadership: what
30 years of research tells us about the effect of leadership on student
achievement Mid-Continent Research for Education and Learning
What was studied? The main focus of this study was to look at the effects of leadership
practice on student achievement. The researchers were focused on what
they refer to as a balanced leadership framework and how that leads to
What methodology was Waters, Marzano, and McNulty originally had 5,000 studies to analyze and
used?
narrowed that down to 70 studies which matched their criteria. The authors
analyzed quantitative student achievement, student achievement on

standardized tests, and teacher perceptions of leadership. The theory is that
all of these parts lead to student achievement.
How was the data The researchers main focus was to dive into thirty years of research and
analyzed?
conclude with a new balanced framework for leadership. The
researchers conducted a meta-analysis of every available study they could
find which related to instructional leadership and student achievement.
What did the researcher The researchers found that there is a direct correlation between school
(s) find?
leadership and student achievement. The researchers make several
recommendations for different types of knowledge that good leaders
should display. These types of knowledge are experiential, declarative,
procedural, and contextual.
What conclusions did the The researchers concluded that there is no specific right or wrong answer
researcher (s) make?
or approach to instructional leadership, but there is a distinct positive
relationship/correlation between school leadership and student
achievement.
Article 16 information Educational Leadership and Pupil Achievement: The Choice of a Valid
Conceptual Model to Test Effects in School Effectiveness Research
Maeyer, S. D., Rymenans, R., Petegem, P. V., Bergh, H. V., & Rijlaarsdam,
G. (2007). Educational leadership and pupil achievement: The choice of a
valid conceptual model to test effectsin school effectiveness research.
School Effectiveness and School Improvement, 18(2), 125-145.
De Maeyer, S., Rymenans, R., Van Petegem, P., van den Bergh, H., &
Rijlaarsdam, G. (2006) Educational leadership and pupil achievement: the
choice of a valid conceptual model to test effects in school effectiveness
research School Effectiveness and School Improvement
What was studied? This article took a different approach to the idea of school leadership and
student achievement. Instead of focusing on what leaders do to assist in
school and student achievement, this article dives into research in regards
to how instructional leaders are evaluated. In other words, what conceptual
models are used to evaluate the effectiveness of leaders and their impact on
What methodology was The researchers used both qualitative and quantitative research methods in
used?
this study. Of the 47 schools they gathered data from, they surveyed 20
teachers from each school and 20 students from each grade level within
those schools were selected to take tests on different output measures. The
researchers also reviewed four different conceptual models throughout this
article.
How was the data Repeated several times is the idea that the researchers are not using this
analyzed?
research to analyze the impact that school leadership has on student
achievement, but analyzing how school leaders and student achievement
are actually evaluated. The researchers created four tables and flowcharts
to help them better understand the conceptual models and how they are
each used.
What did the researcher The researchers proved their theory- the findings strongly depend on which
(s) find?
conceptual model is used in the evaluation of school leaders and student
achievement..
What conclusions did Researchers found that one specific conceptual model (the antecedent
model) fits best with the data they had gathered. This model supports the
idea that integrated school leadership has both a direct and indirect impact
on student achievement. The authors also repeat several times that their
results should not be generalized; they did this research as an example to
use in the future because there were no studies of this type that they had
seen.
Article 17 information Principals Influence on Academic Achievement: The Student Perspective

Gentilucci, J. L., & Muto, C. C. (2007). Principals' Influence on Academic
Achievement: The Student Perspective. NASSP Bulletin, 91(3), 219-236.
Gentalucci, J. &, Muto, J. (2007) Principals Influence on Academic
Achievement: The Student Perspective NASSP Bulletin
What was studied? This article focuses on the relationship instructional leadership has on
student achievement. One of the main differences of this study compared to
others is that it takes the students perspective on their principal and how
they feel it affects their achievement.
What methodology was The researcher used a quantitative method to obtain their data. They
used?
interviewed thirty-nine eighth grade students who attended three different
middle schools in the same school district. The students were interviewed
in pairs at the school they attend. They were asked questions about how
they felt their principal's actions affected their achievement.
How was the data The data obtained from the student interviews was then analyzed using an
analyzed?
open code methodology. Researchers also used axial coding to organize the
data.
What did the researcher The researchers found that all answers from the students interviewed were
(s) find?
very similar, even though the group of students came from three different
schools. Researchers could easily depict from the students narratives that
their principals behavior has a direct effect on their achievement.
What conclusions did the The researchers were able to determine the behaviors of principals that
students believe directly impact their achievement and behaviors that do
not impact their achievement. The students interviewed believe that
principals that focus more on enforcing dress code and making
announcements do not impact their academic achievement. They believe
that principals who focus on student and instructional behaviors have a
higher impact on their academic achievement.
Article 18 information Within the Accountability Era: Principals Instructional Leadership

Behaviors and Student Achievement
O'donnell, R. J., & White, G. P. (2005). Within the Accountability Era:
Principals' Instructional Leadership Behaviors and Student Achievement.
NASSP Bulletin, 89(645), 56-71.
ODonnell, R., & White, G.(2005) Within the Accountability Era:
Principals Instructional Leadership Behaviors and Student Achievement
NASSP Bulletin
What was studied? The researchers wanted to determine if there is a significant relationship
between principals instructional leadership and student achievement. The
researchers looked specifically at middle school principals, teachers, and
students in Pennsylvania.
What methodology was The researchers used quantitative methods to obtain their research. They
used?
surveyed 75 principals and 250 eighth grade reading and math teachers. At
each participating school the survey was given to the principal and four
teachers. They each filled out the Hallingers (1987) Principal Instructional
Management Rating Scale. The researchers compared the results from the
survey to the Pennsylvania System of School Assessment scores.
How was the data The researchers analyzed the data using a few methods. They used t- test
analyzed?
techniques, Pearson correlations, and forward selection regression.
What did the researcher Their study showed no significant relationship between student
(s) find?
achievement and instructional leadership. However, the research did show
a positive relationship between principals who promoted school learning
climate and defining the school mission on the teacher ratings when
predicting math and reading scores.
What conclusions did the The researchers concluded that principals in the middle school level, who
work towards a positive school learning climate and define/work on a clear
school mission with their teachers predict higher reading and math scores.
Their research did not find a significant direct relationship between
instructional leadership and student achievement.
Article 19 information How Does Leadership Affect Student Achievement? Results from a
National Survey
Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership
affect student achievement? Results from a national US survey. School
Effectiveness and School Improvement, 21(3), 315-336.
Louis, K., Dretzke, B., & Wahlstrom, K. (2010) How does leadership
affect student achievement? Results from a national US survey School
Effectiveness and School Improvement

What was studied? This article investigated three behaviors of school leaders: instructional
leadership, shared leadership, and trust, and looked at their impact on
student achievement. The researchers were interested in these behaviors
due to them being heavily investigated recently.
What methodology was This study used both quantitative and qualitative research. In the
used?
qualitative research a survey was administered to 180 schools in nine
states. The quantitative research also involved a survey. The survey was
given to 157 schools and was administered in person.
How was the data The data for this study was analyzed by using a three model approach,
analyzed?
tables, and flowcharts.
What did the researcher The researchers used a three model approach to answer the question if
(s) find?
instructional leadership has an effect on student achievement. They found
that there was a significant positive relationship between instructional
leadership and student achievement when only looking at model 1. When
looking at model two and three the positive effect became less and less.
What conclusions did the The researchers determined that instructional leadership and shared
leadership are indirectly related to student achievement. The researchers
believe that although the relationship is indirect to student achievement it
is still important.
Article 20 information The Impact of Leadership on Student Outcomes: How Successful School
Leaders Use Transformational and Instructional Strategies to Make a
Difference
Day, C., Gu, Q., & Sammons, P. (2016). The Impact of Leadership on
Student Outcomes: How Successful School Leaders Use Transformational
and Instructional Strategies to Make a Difference. Educational
Administration Quarterly, 52(2), 221-258.
What was studied? This study is slightly different from most of the studies thus far. The
researchers surveyed the principals at schools that were already labeled as
successful or improving rather than randomly polling schools or finding
schools in urban areas. This study was conducted in England.
What methodology was This study used both quantitative and qualitative research methods. There
used?
were two surveys administered to principals and to two staff members at
the primary level, and the principals and five staff members in the
secondary level. The researchers also completed a case study of 20 primary
and secondary schools. The researchers collected data by visiting theses
schools three times a year for two years.
How was the data The researchers analyzed the data by organizing the information they
analyzed?
gained from the surveys into tables. The researchers also used a line graph.
What did the researcher The researchers were able to find patterns and common strategies that
(s) find?
principals of effective schools and improving schools use, by using both
the quantitative and qualitative data . A few of the key findings were that
successful schools created a lot of learning development opportunities for
staff and students, principals were respected and trusted by staff and
parents, and examined data, research, and observations to improve student
learning and instructional practices.
What conclusions did the After analyzing the data, the researchers were able to conclude to be a
successful or an improving school, instructional and transformational
leadership must be present. Instructional and transformational leadership
indirectly and directly influence student achievement. Therefore, it is
important for school leaders to have skills from both leadership types.
Analysis, Synthesis, and Evaluations
It is easy to say that there is no clear answer to the research questions posed at the
beginning of this paper. While there is no clear answer, the articles reviewed can most definitely
be grouped the following categories that show different results or implications:
Yes, school leaders have a direct impact on student achievement.

No, school leaders do not have a direct impact.
School leaders have both a direct and indirect impact.
Articles that determined that leaders have a direct impact on student achievement stated that
leaders who have a focus on a strong school mission and creating professional development
opportunities directly impact student achievement (Sanzo, Sherman, & Clayton, 2010). It is also
important to note that each article reviewed had a slightly different definition of instructional
leadership, so it is hard to say whether or not the idea of instructional leadership had a significant
impact (Marks & Printy, 2003).
Conclusion
After reviewing several articles it is clear that the data from each article is slightly
different. Although, most found that leadership did have an impact on student achievement
whether is was direct or indirect (Supovitz, Sirinides, & May 2010). Some research concluded
that instructional leadership (Louis, Dretzke & Wahlstrom 2010) had the biggest impact on
student achievement. Other research concluded that not one type of school leadership impacts
student achievement, but the combination of leadership styles ultimately impacts student
achievement. A lot of research also stated that along with leadership, trust plays a big role in
student achievement (Tschannen-Moran & Garesis 2015). Due to trust not being something that
can be formally measured it is difficult to conclude how big of an impact it plays on student
achievement. Ultimately, school leadership does have an impact on student achievement, it is just
unclear how much of student achievement should be credited to the administrators in schools.
4-Exemplary 3-Accomplished 2-Developing 1-Beginning

Author (s): 1. Osborne- 2. 3. 4. 5.
Lampkin, L., Supovitz, J., Valentine, J., & Mitchell, R., Shatzer, R.,
Slider Folsom, Sirinides, P., Prater, M. (2011) Kensler, L., & Caldarella, P.,
J., & & May, H. Instructional, Tschannen- Hallam, P.R, &
Herrington, C. (2010) How transformational, Moran, M. Brown, B.L. (2014)
(2015) A Principals and managerial (2015) Comparing the
systematic and Peers leadership and Examining the Effects of
review of the Influence student Effects of Instructional and
relationships Teaching achievement: Instructional Transformational
between and high school Leadership on Leadership on
principal Learning principals make a School Student
characteristics difference Academic Press Achievement:
and student and Student Implications for
achievement Achievement Practice
Basic Information 3 3 4 2 3
Introduction 4 3 4 2 3
Literature Review 2 2 3 2 4
Methodology 4 3 3 2 2
Data Analysis 4 2 4 3 3
Conclusions/ 2 3 3 2 2
Recommendations
References 4 4 3 3 3
Impact 3 3 3 2 3
Total 26/32 24/32 27/32 18/32 23/32

Author (s): 6. 7. 8. 9. 10.

Marks, H. & Sanzo, K., Edgerson, D. & Chappelear, Tschannen-
Printy, S. (2003) Sherman, Kritsonis, W. T.C., & Moran, M.
Principal W., & (2006) Analysis Price, T. & Garesis,
leadership and Clayton, J. of the influence of (2012) C. (2015)
school (2010) principal-teacher Teachers Principal's,
performance: an Leadership relationships on perceptions trust, and
integration of practices of student academic of high cultivating
transformational successful achievement: a school vibrant
and instructional middle national focus principals schools
leadership school monitoring
principals of student
progress and
the
relationship
to student
achievement
Recommendations
Impact 2 3 3 3 3
Total 20/32 18/32 16/32 25/32 23/32

Author (s): 11. Shatzer, R. 12. 13. 14. 15.
(2009) Grissom, J. & Hallinger, P. Robinson, Waters, T.,
A comparison Loeb, S. (2011) (2003) Leading V., Loyd, C., Marzano, R.,
student Triangulating Educational & Row, K. & McNulty,
(2008) The B. (2003)
between principal Change:
Impact of Balanced
instructional effectiveness: Reflections on the Leadership Leadership:
and how Practice of on Student what 30
transformatio perspectives of Instructional and Outcomes: years of
nal leadership parents, Transformational An Analysis research

theories: teachers, and Leadership of the tells us
effects on assistant Differential about the
Effects of effect of
student principals
Leadership leadership
achievement identify the Types on student
and teacher central achievement
job importance of
satisfaction managerial
skills
Recommendations
Impact 3 3 3 3 2
Total 23/32 25/32 20/32 24 /32 24/32

Author (s): 16. 17. 18. 19. 20.
De Maeyer, S., Gentalucci, J. ODonnell, R., & Louis, K., Day, C., Gu,
Rymenans, R., &, Muto, J. White, G.(2005) Dretzke, B., Q., &
Van Petegem, P., (2007) Within the & Sammons, P.
(2016) The
van den Bergh, H., Principals Accountability Wahlstrom,
Impact of
& Rijlaarsdam, G. Influence on Era: Principals K. (2010) Leadership
(2006) Academic Instructional How does on Student
Educational Achievement: Leadership leadership Outcomes:
leadership and The Student Behaviors and affect student How
pupil Perspective Student achievement Successful
achievement: the Achievement ? Results School
Leaders Use
choice of a valid from a
Transformati
conceptual model national US onal and
to test effects in survey Instructional
school Strategies to
effectiveness Make a
Difference
research
Recommendations
Impact 3 3 3 3 3
Total 24/32 25/32 24/32 23/32 25/32

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Running head: IMPACT OF SCHOOL INSTRUCTIONAL LEADERS 1

Impact of School Leaders on Student Achievement

Samantha Laraia and Sarah Martinez

Loyola University of Maryland

school leadership actually has a significant impact on student achievement. We approached

type of leadership within schools.

more effective than others when it comes to student achievement.

Statement of the Problem

What impact do school leaders have on student achievement?

Significance of the Review

Key Terms: Instructional Leadership, Student Achievement, School Leader, Collaboration,

Transformational Leadership, Shared Leadership, School Climate, School Achievement,

Evaluation, Principal Effectiveness

Review of the Literature

Article 1 information A Systematic Review of the Relationships between Principal

between 2001 and 2012. The study focused on relationships between

principal characteristics and student achievement in the United States.

about the relationships between principal characteristics and student

empirical study in a K-12 study in the United States, been a peer

reviewed journal article, been published between 2001 and 2012,

include operationally defined and measurable principal characteristics,

include at least one measure of student achievement, and specifically

analyze the relationship between the principal characteristic and student

achievement. The quantitative literature included in this article were

principal characteristics and were supported by the qualitative research

that describes the application of the characteristics.

teachers and students on student achievement. They also found four

studies found a positive effect between principals having a vision for

student learning and improved student learning. The researchers also

found that research supports a relationship between providing support

for professional development and student achievement.

characteristics and student achievement.

influence on teacher instructional practice and student learning and

achievement. The study took place in an urban school district in 2006-

2007. The research specifically looked at principal and peer influence on

teachers instructional practice in English Language arts (ELA) and math

and how the instructional practice impacted student achievement.

instructional practice in math and ELA. Specifically, there was a

significant difference between what impacted the different contents

more. In ELA, principal leadership had a greater impact on instructional

practice and student leadership while in math teachers were more

influenced by their peers. One suggestion is that because many

researchers made also show a confirmation of previous studies and also

new additions to the research related to leadership practice and student

Article 3 information Instructional, Transformational, and Managerial Leadership and Student

transformational leadership on student achievement. Student

achievement was measured by standardized high-stakes test in public

participate in this study, and 155 principals agreed to participate.

achievement. Principals must have a strong sense of the curriculum and

instructional practices. Effective principals also look at coordinating the

curriculum and monitoring student progress.

leadership factors were found to be the most influential on student

achievement. These five factors include, instructional improvement,

curricular improvement, identifying a vision, providing a model, and

fostering group goals. Instructional and curricular improvement were

used to measure instructional leadership.

Article 4 information Examining the Effects of Instructional Leadership on School Academic

achievement and academic press in an urban school district. Academic

press is defined as, the degree to which a school is driven by a focus on