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Direction-Setting School Leadership Practices: A Meta-Analytical Review of Evidence about Their Influence

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Title: Direction-Setting School Leadership Practices: A Meta-Analytical Review of Evidence about Their Influence
Language: English
Authors: Sun, Jingping, Leithwood, Kenneth
Source: School Effectiveness and School Improvement. 2015 26(4):499-523.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Meta Analysis, Evidence, Influences, Leadership Styles, Educational Practices, Literature Reviews, Strategic Planning, Organizational Effectiveness, Academic Achievement, Predictor Variables, Effect Size, Leadership Effectiveness, Success, Teacher Behavior, Teacher Effectiveness, Evidence Based Practice, Educational Environment, Collegiality, Self Efficacy, School Effectiveness
DOI: 10.1080/09243453.2015.1005106
ISSN: 0924-3453
Abstract: This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well. This study also inquires about how direction-setting practices influence distal organizational outcomes, including student achievement, conceiving of such influence as traveling along (or influencing variables on) 4 "paths." Standard meta-analysis, narrative review, and effect size summation and averaging were applied on 110 studies involved in this review. The findings of this study, as one in a related series of investigations, inform the further development of a model of successful school leadership practices.
Abstractor: As Provided
Number of References: 128
Entry Date: 2015
Accession Number: EJ1078736
Database: ERIC
FullText Text:
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  Data: Direction-Setting School Leadership Practices: A Meta-Analytical Review of Evidence about Their Influence
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  Data: <searchLink fieldCode="AR" term="%22Sun%2C+Jingping%22">Sun, Jingping</searchLink><br /><searchLink fieldCode="AR" term="%22Leithwood%2C+Kenneth%22">Leithwood, Kenneth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Effectiveness+and+School+Improvement%22"><i>School Effectiveness and School Improvement</i></searchLink>. 2015 26(4):499-523.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09243453.2015.1005106
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  Data: This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well. This study also inquires about how direction-setting practices influence distal organizational outcomes, including student achievement, conceiving of such influence as traveling along (or influencing variables on) 4 "paths." Standard meta-analysis, narrative review, and effect size summation and averaging were applied on 110 studies involved in this review. The findings of this study, as one in a related series of investigations, inform the further development of a model of successful school leadership practices.
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      – Text: English
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      – SubjectFull: Evidence
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      – SubjectFull: Influences
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Effect Size
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      – SubjectFull: Leadership Effectiveness
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      – SubjectFull: Success
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      – TitleFull: Direction-Setting School Leadership Practices: A Meta-Analytical Review of Evidence about Their Influence
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