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How School Leadership Influences Student Learning: A Test of 'The Four Paths Model'

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Title: How School Leadership Influences Student Learning: A Test of 'The Four Paths Model'
Language: English
Authors: Leithwood, Kenneth (ORCID 0000-0002-8053-7347), Sun, Jingping (ORCID 0000-0002-7671-0792), Schumacker, Randall
Source: Educational Administration Quarterly. Oct 2020 56(4):570-599.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Instructional Leadership, Learning, Academic Achievement, Elementary School Students, Elementary School Teachers, School Administration, Administrators, Influences, Causal Models
Geographic Terms: Texas
DOI: 10.1177/0013161X19878772
ISSN: 0013-161X
Abstract: Purpose: This study tested a set of variables mediating school leadership's influence on students referred to as "The four paths model." Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1266779
Database: ERIC
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  Data: How School Leadership Influences Student Learning: A Test of 'The Four Paths Model'
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  Data: <searchLink fieldCode="AR" term="%22Leithwood%2C+Kenneth%22">Leithwood, Kenneth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8053-7347">0000-0002-8053-7347</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Jingping%22">Sun, Jingping</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7671-0792">0000-0002-7671-0792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schumacker%2C+Randall%22">Schumacker, Randall</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Oct 2020 56(4):570-599.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 30
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Causal+Models%22">Causal Models</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 10.1177/0013161X19878772
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  Data: 0013-161X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study tested a set of variables mediating school leadership's influence on students referred to as "The four paths model." Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.
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        Value: 10.1177/0013161X19878772
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      – Text: English
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        StartPage: 570
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Learning
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Administrators
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      – SubjectFull: Influences
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      – SubjectFull: Causal Models
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      – SubjectFull: Texas
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