Abstract
In this chapter, school climate variables are employed in order to explore school principals’ influence on student achievement through the Pashiardis-Brauckmann Holistic Leadership Framework. The aim is to identify the mechanisms through which leadership influences student learning. For the purposes of the LISA project, a number of school climate variables were used as mediating variables between the principal’s leadership styles and student achievement. All analyses pointed towards a model comprising seven such mediating factors. The seven school climate factors were labeled as follows: Professional Development Opportunities, Evaluation and Feedback, Teacher Commitment, Parental Involvement, Teaching and Learning Practices, Student-Teacher Interactions, and Student Expectations. Then, an analysis was performed that examined the degree to which school leadership styles reliably predicted school climate variables. The findings suggest that the Instructional, the Structuring, and the Entrepreneurial leadership styles are utilized by school principals in order to enhance student achievement.
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Notes
- 1.
It should be noted that the responsibility for the school systems and schools in Germany rests within the different Länder (provinces). For more information, the reader is directed to Döbert (2007).
- 2.
Again, the reader should be cautioned that each participating country was represented by four schools each which do not allow us to talk about Europe at large; however, we might be leading towards a European perspective of certain leadership styles since these communalities are described as trends across seven different school systems.
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Pashiardis, P., Brauckmann, S. (2014). Leadership Styles and School Climate Variables of the Pashiardis-Brauckmann Holistic Leadership Framework: An Intimate Relationship?. In: Pashiardis, P. (eds) Modeling School Leadership across Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7290-8_5
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