Leadership Styles and School Climate Variables of the Pashiardis-Brauckmann Holistic Leadership Framework: An Intimate Relationship?

Chapter

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.

Keywords

School Climate Leadership Style School Leader Learn Practice Professional Development Opportunity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406–434.CrossRefGoogle Scholar
  2. Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338–356.CrossRefGoogle Scholar
  3. Döbert, H. (2007). Germany. In H. Döbert, W. Hörner, B. Kop, & W. Mitter (Eds.), Educational systems in Europe (pp. 299–325). Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  4. Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4, 221–239.CrossRefGoogle Scholar
  5. Harris, A., & Chapman, C. (2002). Effective leadership in schools facing challenging circumstances. London: NCSL.Google Scholar
  6. Kruger, M. L., Witziers, B., & Sleegers, P. (2007). The impact of school leadership on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1–20.CrossRefGoogle Scholar
  7. Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227.CrossRefGoogle Scholar
  8. Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529–561.CrossRefGoogle Scholar
  9. Nettles, S. M., & Herrington, C. (2007). Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724–736.CrossRefGoogle Scholar
  10. Pashiardis, P. (1998). Researching the characteristics of effective primary school principals in Cyprus. A qualitative approach. Educational Management & Administration, 26(2), 117–130.CrossRefGoogle Scholar
  11. Pashiardis, P., & Brauckmann, S. (2008, November 13–15). Introduction to the LISA framework from a social systems perspective. Paper presented during the LISA conference, Budapest, Hungary.Google Scholar
  12. Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Denver, CO: Mid-continent Research for Education and Learning.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Educational Leadership, Center for Research and Training in Educational Leadership and Policy (CERTELP)Open University of CyprusNicosiaCyprus
  2. 2.Center for Research on Educational GovernanceGerman Institute for International Educational ResearchBerlinGermany

Personalised recommendations