The Impact of Leadership on Student Outcomes
The Impact of Leadership on Student Outcomes
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领导力对学生成绩的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
P. Sammons
中科院分区：
文献类型：
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作者：
Christopher W. Day;Q. Gu;P. Sammons
目的：这篇文章阐述了成功的领导者如何在学校发展的不同阶段以不同的方式结合变革型领导和指导性领导的经常两分法实践，以逐步塑造和“分层”改善文化，以改善学生的成果。研究方法：实证数据来自一项为期3年的混合方法国家研究（“影响研究”），该研究调查了英国有效和改进中小学校长的工作与学生成绩之间的关系，学生成绩由3年的国家考试和评估结果定义（但不限于此）。这项研究首先对现有文献进行了批判性调查，随后进行了一项全国性调查，探讨了校长和主要员工对学校改进策略和行动的看法，他们认为这些策略和行动有助于提高学生的成绩。此外，还对20所学校的子样本进行了多视角深入案例研究。研究结果：研究提供了新的经验证据，证明成功的校长如何通过结合变革型和指导性领导策略，直接或间接地实现并持续改进。研究结果显示，学校改善和维持长期成效的能力，主要不是校长领导风格的结果，而是他们对学校需求的理解和诊断，以及他们通过时间和环境敏感策略的多种组合和积累，明确表达和组织共享的教育价值观的应用，这些策略是“分层”的，并逐步嵌入学校的工作、文化和成就中。含义：混合方法研究设计可能比单一镜头定量分析、元分析或纯定性方法提供更细粒度、更细致的基于证据的理解，以了解校长的领导角色和行为，校长实现和维持学校的教育成果。调查结果本身为有抱负和在职的校长提供了更有针对性的培训和发展。
Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively shape and “layer” the improvement culture in improving students’ outcomes. Research Methods: Empirical data were drawn from a 3-year mixed-methods national study (“Impact Study”) that investigated associations between the work of principals in effective and improving primary and secondary schools in England and student outcomes as defined (but not confined) by their national examination and assessment results over 3 years. The research began with a critical survey of the extant literature, followed by a national survey that explored principals’ and key staff’s perceptions of school improvement strategies and actions that they believed had helped foster better student attainment. This was complemented by multiperspective in-depth case studies of a subsample of 20 schools. Findings: The research provides new empirical evidence of how successful principals directly and indirectly achieve and sustain improvement over time through combining both transformational and instructional leadership strategies. The findings show that schools’ abilities to improve and sustain effectiveness over the long term are not primarily the result of the principals’ leadership style but of their understanding and diagnosis of the school’s needs and their application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context-sensitive strategies that are “layered” and progressively embedded in the school’s work, culture, and achievements. Implications: Mixed-methods research designs are likely to provide finer grained, more nuanced evidence-based understandings of the leadership roles and behaviors of principals who achieve and sustain educational outcomes in schools than single lens quantitative analyses, meta-analyses, or purely qualitative approaches. The findings themselves provide support for more differentiated, context sensitive training and development for aspiring and serving principals.