School Leadership Effects Revisited Review and Meta-Analysis of Empi
This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leaders
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Jaap Scheerens Editor
School Leadership Effects Revisited Review and Meta-Analysis of Empirical Studies
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Prof. Dr. Jaap Scheerens University of Twente Drienerlolaan 5 7522 NB Enschede The Netherlands e-mail: [email protected]
ISSN 2211-1921 ISBN 978-94-007-2767-0 DOI 10.1007/978-94-007-2768-7
e-ISSN 2211-193X e-ISBN 978-94-007-2768-7
Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011940816 Ó The Author(s) 2012 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: eStudio Calamar, Berlin/Figueres Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
School leaders are expected to play a pivotal role in educational systems, in which state policies regarding decentralization and accountability provide new challenges. The same applies to expectations about innovation, the improvement of quality in education and the finding of solutions for problems that arise from important changes in the profiles and background of students entering the school. But schools are a particular kind of organization as far as leadership roles are concerned. In this report the development of altering concepts of school leadership over a period of about 4 decades is sketched. This development started out with instructional leadership as an apparently strong break with the limited role of leadership in schools, seen as professional bureaucracies. But gradually, leadership thinking evolved to the recognition that school leadership can be devolved over staff and other organizational ‘‘substitutes for leadership’’. Individual, hierarchical leadership seems to have almost disappeared from the scene in some recent studies of leadership effectiveness. The study goes on in an attempt to clarify the theoretical background of these developments, arriving at a proposal to think of a ‘‘lean’’ form of school leadership that is comparable to the concept of metacontrol. The bulk of the study is dedicated to an analysis of the empirical research literature on leadership effects. This includes the presentation of results from an earlier meta-analysis carried out by the authors, a summary of other meta-analyses and a new meta-analysis based upon 25 studies carried out between 2005 and 2010. Interestingly the older reviews and meta-analyses were predominantly based on so-called direct effect studies, while the majority of more recent studies looked at indirect effects of leadership, mediated by other school variables. The report makes up the balance about the importance of the, on average, relatively small total effect of leadership on s
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