How School Leaders Contribute to Student Success: The Four Paths Framework PDF
Preview How School Leaders Contribute to Student Success: The Four Paths Framework
Studies in Educational Leadership 23 Kenneth Leithwood Jingping Sun Katina Pollock Editors How School Leaders Contribute to Student Success The Four Paths Framework Studies in Educational Leadership Volume 23 Series Editor Kenneth A. Leithwood, OISE, University of Toronto, Canada Editorial Board Christopher Day, University of Nottingham, United Kingdom Stephen L. Jacobson, Graduate School of Education, Buffalo, U.S.A. Bill Mulford, University of Tasmania, Hobart, Australia Peter Sleegers, University of Nijmegen, The Netherlands Scope of the Series Leadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-colle- giate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world. The volumes – monographs and edited volumes – should represent work from different parts in the world. More information about this series at http://www.springer.com/series/6543 Kenneth Leithwood • Jingping Sun Katina Pollock Editors How School Leaders Contribute to Student Success The Four Paths Framework Editors Kenneth Leithwood Jingping Sun University of Toronto University of Alabama Ontario Institute for Studies in Education The College of Education University of University of Toronto Alabama Ontario, ON, Canada Tuscaloosa, AL, USA Katina Pollock Western University Faculty of Education Western University London, ON, Canada Studies in Educational Leadership ISBN 978-3-319-50979-2 ISBN 978-3-319-50980-8 (eBook) DOI 10.1007/978-3-319-50980-8 Library of Congress Control Number: 2017931561 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents 1 Introduction ............................................................................................. 1 Kenneth Leithwood, Jingping Sun, and Katina Pollock Part I The Nature of Successful Leadership 2 A Model of Successful School Leadership from the International Successful School Principalship Project ............................................... 15 David Gurr 3 The Ontario Leadership Framework:Successful School Leadership Practices and Personal Leadership Resources ..................................... 31 Kenneth Leithwood Part II The Rational Path 4 Leadership and Learning: Conceptualizing Relations Between School Administrative Practice and Instructional Practice ................ 49 James Spillane 5 Effects of Distributed Leadership on School Academic Press and Student Achievement ............................................................. 69 John Malloy and Kenneth Leithwood 6 Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self- Efficacy Shape Teacher Learning in Schools?....................... 93 Arnoud Oude Groote Beverborg, Peter J.C. Sleegers, Maaike D. Endedijk, and Klaas van Veen Part III The Emotional Path 7 L eadership Effects on Student Learning Mediated by Teacher Emotions ............................................................................... 137 Jingping Sun and Kenneth Leithwood v vi Contents 8 Principals, Trust, and Cultivating Vibrant Schools ............................. 153 Megan Tschannen-Moran and Christopher R. Gareis 9 Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London ................................................................... 175 Karen Edge, Katherine Descours, and Keren Frayman Part IV The Organizational Path 10 Complexity and Volume: An Inquiry into Factors That Drive Principals’ Work .................................................................. 209 Katina Pollock, Fei Wang, and David Cameron Hauseman 11 Creating Communities of Professionalism: Addressing Cultural and Structural Barriers ...................................... 239 Joseph Murphy 12 Effects of Principal Professional Orientation Towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement ........................ 263 Roxanne Mitchell and John Tarter 13 Leading Teacher Learning in China: A Mixed Methods Study of Successful School Leadership ................................................. 279 Shengnan Liu and Philip Hallinger Part V The Family Path 14 Effects of Family Educational Cultures on Student Success at School: Directions for Leadership ..................................................... 311 William H. Jeynes 15 Changing the Educational Culture of the Home to Increase Student Success at School ................................................... 329 Kenneth Leithwood and Penny Patrician 16 Conclusion ............................................................................................... 353 Kenneth Leithwood, Jingping Sun, and Katina Pollock About the Editors Dr. Kenneth Leithwood is emeritus professor at OISE/University of Toronto. His research and writing are about school leadership, educational policy and organiza- tional change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed Leadership: The State of the Evidence (2009, Routledge), Leading With Teacher Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). With colleagues, he completed one of the largest studies of its kind about how state-, district- and school-level leadership influences student learning. Professor Leithwood is the inaugural recipient of the University of Toronto’s Impact on Public Policy award, AERA’s 2011 Outstanding Leadership Researcher Award and the 2012 Roald F. Campbell Lifetime Achievement Award from the University Council for Educational Administration. He is a fellow of the Royal Society of Canada. Dr. Jingping Sun is an assistant professor in the Department of Educational Leadership, Policy and Technology Studies at the College of Education, University of Alabama. She obtained her PhD at the Ontario Institute for Studies in Education, University of Toronto. Her research is about educational leadership, policy evalua- tion and improvement, data-based decision making and research synthesis. Prior to joining the faculty at the University of Alabama, she worked at the Ontario Ministry of Education in Canada. Her policy experience at the provincial level was mainly about large-scale development of school and district leaders. Her work can be found in leading journals on educational leadership such as Educational Administration Quarterly. Dr. Katina Pollock is associate professor of educational leadership and policy in Critical Policy, Equity and Leadership Studies at the Faculty of Education, Western University. Katina has been awarded a number of research grants and contracts with vii viii About the Editors various funders. Her most recent grant (with Dr. Fei Wang) explores Secondary School Principals’ Understanding of Work Intensification. In addition to her traditional scholarship efforts, Dr. Pollock has also been involved in large-scale knowledge mobilization initiatives that connect research to practice. She is cur- rently co-director for the Knowledge Network for Applied Education Research (KNAER), an initiative supported by the Ontario Ministry of Education. Katina’s most recent publication includes “The work of school leaders: North American similarities, local differences” (with Murakami and Swapp) and “Juggling multiple accountability systems: How three principals’ manage these tensions in Ontario, Canada” (with Winton). Chapter 1 Introduction Kenneth Leithwood, Jingping Sun, and Katina Pollock Using several different sources of evidence, we have argued over the past 10 years that among the wide array of school conditions influencing students, leadership is second only to classroom instruction (e.g., Leithwood et al. 2004; Scheerens et al. 1989; Reetzig and Creemers 2005). We have also pointed out that, to our knowl- edge, there are no documented cases of failing schools turning around in the absence of talented leadership (Leithwood et al. 2010). So leadership matters, although how much it matters often seems to depend on the nature of the evidence being reported. For the most part, large-scale quantitative leadership studies report modest but sig- nificant effects of leadership on student learning (Witziers et al. 2003), while more in-depth, qualitative leadership studies suggest much larger effects. Leadership also seems to contribute most to those schools struggling the hardest to serve their stu- dents well (Day et al. 2011). Those in formal school leadership roles, of course, have many fewer opportuni- ties to interact with students directly than do teachers or parents. So it not the direct relationship between an individual school leader and a student, or a group of stu- dents, that explains most of those significant leadership effects. Appreciating this common-sense fact of school leadership life has persuaded most of those doing research about leadership effects to design their studies to include both mediating and moderating variables. These designs are typically referred to as “indirect effects” leadership models (e.g., Hallinger and Heck 1998; Leithwood and Louis K. Leithwood (*) Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada e-mail: [email protected] J. Sun The College of Education, University of Alabama, Tuscaloosa, AL, USA e-mail: [email protected] K. Pollock Faculty of Education, Western University, London, ON, Canada e-mail: [email protected] © Springer International Publishing AG 2017 1 K. Leithwood et al. (eds.), How School Leaders Contribute to Student Success, Studies in Educational Leadership 23, DOI 10.1007/978-3-319-50980-8_1
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