Abstract
A growing body of empirical research indicates that through vision, mission and goals, school leaders, particularly principals, can exert a measurable, though indirect, influence on student achievement and school effectiveness. Hallinger and Heck (1996), for example, in their review of research on leadership effects on student achievement found that successful school leaders account for as much as 5–7% of the variation in student achievement scores. While this may seem low in absolute terms, it accounts for almost 25% of all in-school variables over which school officials have some control (Leithwood & Riehl, 2003).
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Jacobson, S.L. (2005). The Recruitment and Retention of School Leaders: Understanding Administrator Supply and Demand. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_22
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