Table Of ContentStudies 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
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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
