Page 38 - Educational Leadership in a Changing World

Rasa Nedzinskait˙ e-Mači¯ unien˙ e and Antonios Kafa

Instructional Leadership and Student Achievement
Instructional leadership is considered one of the most prominent lead-
ership models in education and has been widely examined due to its
potential to impact student learning outcomes, as part of the indi-
rect role of school leaders in influencing student learning outcomes.
Hallinger (2016) emphasized that instructional leadership impacts stu-
dent achievement primarily through the development of teacher capac-
ity, curriculum management, and the establishment of a school culture
that prioritizes learning. However, the strength of this effect has been
debated, with some studies indicating that while instructional leader-
ship contributes to student achievement, the effect size remains mod-
est (Leithwood & Jantzi, 2008).
Empirical evidence suggests that instructional leadership is more
effective when mediated through factors such as teacher collabora-
tion, professional development, and a structured learning environment
(Robinson et al., 2008). Despite this, some studies have reported con-
tradictory findings, suggesting that the direct impact of instructional
leadership on student achievement is limited and may depend on con-
textual factors such as students’ socioeconomic background (Hallinger
& Heck, 1996).
For instance, Hallinger et al. (1996) found that instructional lead-
ership had no direct effect on student achievement but influenced
school effectiveness through shaping the instructional climate. Simi-
larly, Heaven and Bourne (2016) found a weak correlation between in-
structional leadership and student performance in Jamaican schools,
suggesting that other factors, such as teacher involvement and school
environment, play a role in academic achievement.
Also, in another study, Hou et al. (2019) observed that instructional
leadership had a significant moderating influence on the relationship
between students’ high school entrance scores and college entrance
scores. Therefore, while instructional leadership is recognized as a key
factor in shaping student achievement, its impact is largely indirect
and influenced by mediating variables such as teacher collaboration, in-
structional strategies, and school climate. In addition to this, students’
economic, social, and cultural Status (escs) adds further complexity.

School Autonomy and Student Academic Outcomes
Additionally, school autonomy has emerged as a key factor in shaping
school leaders’ practices and its impact on student achievement. Yet, we
need to consider that contextual factors, as mentioned above, could in
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