School leadership and student outcomes: identifying what works and why; best evidence synthesis iteration
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Professor Viviane Robinson, Professor Margie Hohepa and Claire Lloyd

This report sets out to identify and explain the characteristics of leadership in schooling that are linked to improving a range of desired outcomes for diverse pupils. The researchers identified eight dimensions of leadership practices and activities linked to pupil outcomes.

The authors found that when school leaders promote and/or participate in effective teacher professional learning there is twice the impact on pupil outcomes across a school than any other leadership activity. Another key finding is that when school leaders promote or participate in effective teacher professional learning and development they have more than twice this impact across a whole school, not just one class.

The analysis highlights the impact of pedagogical leadership to be nearly four times that of transformational leadership. Transformational leadership, the authors suggest, has traditionally emphasised vision and inspiration, while pedagogical leadership has emphasised the importance of establishing clear educational goals, planning the curriculum, and evaluating teachers and teaching. The closer leaders get to the core business of teaching and learning, the more likely it is that they will have a positive impact on their pupils.

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Professor Viviane Robinson, Professor Margie Hohepa and Claire Lloyd

Published by:
Ministry of Education (New Zealand)

Date of publication:
April 2015

Country of origin:
New Zealand

CPD opportunities:

Examining evidence around the relationship between leadership and improving learning outcomes, this report may be of use to school and subject leaders. 

Secondary data analysis.


Record ID:
R303 / 407
Rating Summary:

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