TITLE INDEPENDENT DEPENDENT METHODOLOGY FINDINGS

VARIABLE(s) VARIABLE(s)
1 The Effects of Transformational Teacher Performance Data gathering: Questionnaire Transformational leadership
Transformational Leadership (Ideal (Ability, Motivation and instrument portrayed by the principal as the
Leadership on the Characteristics, Opportunity for ideal effect is capable of
Teacher Performance at Inspirational Motivation, teachers) Data analysis: Structural delivering inspirational
Senior High School, Intellectual Stimulation, Equation Modeling (SEM) motivation, intellectual
Maros Regency Individual Consideration) stimulation, and individualized
consideration. It has a
(Didin et al, 2004) significant influence on the
performance of teachers.

2 A Study on Relationships Principal’s Physical education Data gathering: Questionnaire The major findings of the study
between Principal’s transformational teachers’ teaching positive, statistically significant
Transformational leadership performance Data analysis: Mean value, correlations were found
Leadership and Physical standard deviation, mean value between principal’s
Education Teachers’ variation test, Pearson transformational leadership four
Teaching Performance in correlation, One-way ANOVA, variables and physical
Taipei Elementary LSD multiple comparison education teachers’ teaching
Schools performance six variables.
(Huang & Hsieh, 2010)

3 Developing Leadership n. a. n. a. Conceptually grounded by Stein This instructional module

Content Knowledge & Nelson’s (2003) construct of describes a performance
During School Leader “leadership content knowledge” assessment designed to equip
Preparation prospective principals with the
knowledge and skill needed to
evaluate curriculum, observe
and assess instruction, interact
meaningfully with teachers
about instructional decision-
making, and design professional
learning opportunities that
enhance student learning
outcomes.

4 Conditions for Effective n. a. n. a. Reeves (2004) framework The authors argue principals
Data Use to Improve concerning Antecedents of must focus on three
Schools: Excellence in creating a school antecedents as precursors to
Recommendations for culture that routinely uses data to effective data use: leadership
 School Leaders inform instruction responsibilities, professional
development responsibilities,
and school culture
responsibilities.

5 A (Blurry) Vision of the Leader rhetoric Shared cognition Archival study of 151 hospitals A specific combination of
Future: How Leader and an experiment with 62 messages—a large amount of
Rhetoric about Ultimate groups of full-time employees vision imagery combined with a
Goals Influences small number of values—will
Performance boost performance more than
other combinations because it
triggers a shared sense of the
organization’s ultimate goal,
and, in turn, enhances
coordination.

Discovered two dysfunctional

practices: leaders tend to (1)
communicate visions without
imagery and (2) over-utilize
value-laden rhetoric.

6 Responsible Leadership n. a. n. a. Data come from the Performing All three leaders see the
Beyond Expectations project, a purpose of leadership as
large-scale international study developing relationships and
undertaken from 2007 to 2010. attribute their performance
Analysis in this article focuses on beyond expectations to the
the responsible leadership found strength of these relationships.
in three schools in one local As responsible leaders, they
authority and the ways in which view their role as not only
each leader uses relationships to raising and sustaining pupil
improve the school and student achievement but also weaving
achievement. leadership throughout the web
of stakeholders including
students, parents, and
community agencies. This
collectivization of leadership is a
hallmark of responsible
leadership.
7 Setting Proficiency n. a. n. a. Qualitative methods are used to The findings indicate that setting
Standards for School observe and document a cut scores for principal
Leadership Assessment: standards-setting process as it leadership proficiency is a
An Examination of Cut takes place and to analyze the cognitively demanding but
Score Decision Making results. achievable process for effective
implementation of carefully
designed procedures. The study
also provides insight regarding
the influence of external factors,
such as backgrounds of
panelists, consideration of
school contexts, and concerns
about consequence during the
standard-setting deliberation.

8 Leading from the Department organization Institutional Success Qualitative methods are used to A review of the literature
department chair and leadership document departmental suggests that research specific
leadership of academic chairs to departmental leadership in
the community college tends to
view chairs as a homogeneous
group. Additionally, much of the
literature concentrates on the
roles, tasks, and demographic
characteristics of the
departmental chair position,
elements that may not be fully
representative of the position in
all cases. Faculty development,
student learning, curriculum de-
sign, organizational structure,
and mission all distinguish the
unique diversity of leadership
for community college chairs.

9 How to Improve Teaching Transformational Teaching practices Data were collected from a Results suggest that teachers’
Practices: The Role of leadership practices, survey of 502 teachers from 32 engagement in professional
Teacher Motivation, School organizational elementary schools in the learning activities, in particular
Organizational Factors, conditions, Teacher Netherlands. A structural model experimenting and reflection is
and Leadership Practices motivational factors, and was tested on the within-school a powerful predictor for teaching
 (Thoonen et al, 2011) Teacher learning covariance matrix and a chi- practices. For school leaders, to
square test taking into account foster teacher learning and
non-independence of improve teaching practices a
observations. combination of transformational
leadership behaviors is
required.

10 The Influence of Principal’s leadership style Teacher satisfaction A quantitative questionnaire Teachers’ occupation
Leadership Style on (transformational or from the job using Likert-type scales was perceptions strongly affected
Teacher Job Satisfaction transactional), decision- administered to 930 teachers in their satisfaction. Principals’
(Bogler, 2001) making strategy Israeli schools, of whom 745 transformational leadership
(autocratic or responded. Path analysis was affected teachers’ satisfaction
participative), teachers’ used to explain teacher job both directly and indirectly
occupation perceptions satisfaction by the exogenous through their occupation
variables. perceptions.

11 Testing a Model of Leadership Styles Leadership Activities Chairpersons of departments Activities that chairs re- ported
Program Curriculum nominated as effective in did not correspond well,
Leadership curriculum planning answered a however, with leadership styles
survey about their leadership they chose as most effective.
activities and styles.

12 The Influence of Principal Principal Leadership Classroom Instruction Multilevel structural equation Within schools, variation in
Leadership on Classroom and Student modeling was used to examine classroom instruction is
Instruction and Student Achievement the relation- ships among associated with principal
Learning: A Study of principal leadership, school leadership through multiple
Mediated Pathways to organizational structures, pathways, the strongest of
Learning classroom instruction, and which is the quality of
(Sebastian & Allensworth, student grades and test gains on professional development and
2012) ACT’s Education Planning and coherence of programs.
Assessment System. Measures
of principal leadership and
school organizational structures
were collected from teacher
surveys administered to all high
school teachers in Chicago
Public Schools in the 2006–2007
school years.

13 A Comparison of the n. a. n. a. A mailed survey instrument Most chairs reported a single-

 Leadership Orientations consisting of the 32-item Bolman frame style followed by a
of Chairpersons of and Deal Leadership paired-frame style, no-frame
Biology and English Orientations (Self) instrument style and multi-frame style,
Departments at and a demographic respectively. The human
Baccalaureate and questionnaire was sent to 455 resource frame was the most
Master's Institutions in chairpersons (210 from frequently reported single frame
the Southern Region baccalaureate institutions and style while none of the
245 were from master's respondents endorsed the
institutions). Fourteen research symbolic frame as a single
questions were examined, and frame style. With respect to
data were analyzed by combined frames, a
descriptive statistics, Chi-square combination of symbolic and
test, and MANOVA. human resource frames and the
combination of all four frames
were the most frequently cited.

14 School Leaders: School Leadership Teacher Performance Qualitative Methods and meta- As part of their role school
Changing Roles and and Student Outcomes analysis principals need to:
Impact on Teacher and . value and support teachers
School Effectiveness (working with rather than
(Mulford, 2003) through them);
. buffer teachers against the
excesses of the mounting and
sometimes contradictory
external pressures; and,
. focus on sustaining school
improvement by building
teacher and school capacity.

15 The Impact of Leadership Types of leadership Students’ academic The methodology involved an The first meta-analysis indicated
on Student Outcomes: An and nonacademic analysis of findings from 27 that the average effect of
Analysis of the outcomes published studies of the instructional leadership on
Differential Effects of relationship between leadership student outcomes was three to
Leadership Types and student outcomes. The first four times that of
(Robinson, et al, 2008) meta- analysis, including 22 of transformational leadership.
the 27 studies, involved a Inspection of the survey items
comparison of the effects of used to measure school
transformational and instructional leadership revealed five sets of
leadership on student outcomes. leadership practices or
The second meta-analysis dimensions: establishing goals
 involved a comparison of the and expectations; resourcing
effects of five inductively derived strategically; planning,
sets of leadership practices on coordinating, and evaluating
student outcomes. Twelve of the teaching and the curriculum;
studies contributed to this promoting and participating in
second analysis. teacher learning and
development, and ensuring an
orderly and supportive
environment. The second meta-
analysis revealed strong
average effects for the
leadership dimension involving
promoting and participating in
teacher learning and
development and moderate
effects for the dimensions
concerned with goal setting and
planning, coordinating, and
evaluating teaching and the
curriculum.

16 Testing a Conception of Leadership Student Learning Evidence includes teacher The Four Paths model as a
How School Leadership responses to an online survey whole explains 43% of the
Influences Student (1,445 responses) measuring variation in student
Learning distributed leadership practices achievement. Variables on the
(Leithwood et al, 2008) in their schools (N = 199) and Rational, Emotions, and Family
variables mediating leaders’ Paths explain similarly
effects on students. Grade 3 and significant amounts of that
6 math and literacy achievement variation. Variables on the
data were provided by the Organizational Path were
province’s annual testing unrelated to student
program. The 2006 Canadian achievement. Leader- ship had
Census data provided a its greatest influence on the
composite measure of school Organizational Path and least
socioeconomic status. Path influence on the Family Path.
modeling techniques were used
to test six hypotheses.

17 Principal Leadership and Principal Leadership Teacher and Student The sample comprises 24 Transformational leadership is a
School Performance: An Performance nationally selected restructured necessary but insufficient
 Integration of schools – 8 elementary, 8 condition for instructional
Transformational and middle, and 8 high schools. In leadership. When
Instructional Leadership keeping with the multilevel transformational and shared
(Marks & Printy, 2003) structure of the data, the primary instructional leadership coexist
analytic technique is hierarchical in an integrated form of
linear modeling (HLM). leadership, the influence on
school performance, measured
by the quality of its pedagogy
and the achievement of its
students, is substantial.

18 School Leadership and School Leadership Student Performance Case study A system wide infrastructure
the Bottom Line in was needed for assisting
Chicago schools with their development
and for intervening in failing
schools. If designed to enhance
local professional capacity, both
efforts could strengthen schools'
initiatives and broaden the
improvement of student
performance.

19 The Impact of Disciplinary Background Leadership Style Four dimensions of The findings of this study
Disciplinarity on the organizational leadership indicate that indeed the
Organizational (bureaucratic, collegial, political disciplinary backgrounds of
Leadership Styles of and symbolic) were utilized to university deans are reflected in
Academic Deans define the subjects’ potential their actions, decision-making,
cognitive frames. The subjects’ and role perception according to
use of cognitive frames was self-reported behaviors. In other
classified into predominantly words, these deans’ disciplinary
single-, paired-, or multi-framed backgrounds appear to impact
approaches. Descriptive their individual and collective
statistics, mean comparisons, leadership styles, since an
and logistic regression were academic dean’s use of single,
utilized to analyze the behaviors paired, or multiple cognitive
and motivations of subjects in the leadership frames as reported
study. for this study appear to differ
according to the individual’s
disciplinary field of study.
20 Balanced Leadership: Leadership Practices Student Achievement Meta-analysis There is, in fact, a substantial
What 30 Years of relationship between leadership
Research Tells Us about and student achievement.
the Effect of Leadership
on Student Achievement

21 Evaluation of the Participation in Leadership Faculty perspective on The two-part study consisted of a Although the benefits of LAM
University of Virginia in Academic Medicine leadership prospective Pre- and Immediate participation are sustained for
Leadership in Academic Program Post-LAM Survey distributed to some years, there is a need for
Medicine Program 32 participants in the 2008 reinforcement to prevent skill
Program and a Long-Term Post- attrition.
LAM Survey distributed to 110
prior participants (2004–2007).
Both surveys were designed to
assess participant leadership
perspectives and career
outcomes.

22 A study of the Distributed leadership Teacher academic Teachers’ perceptions were The results showed that the
relationships between optimism and student collected by a self-report scale. model’s goodness-of-fit was
distributed leadership, achievement In addition to using descriptive satisfactory. Distributed
teacher academic statistics and an analysis of leadership not only had a
optimism and student variance to examine teachers’ positive influence on academic
achievement in perceptions, this study adopted optimism but also indirectly
Taiwanese elementary structural equation modeling affected student achievement.
schools (SEM) to further analyze the Furthermore, academic
(Chang, 2011) relationships between distributed optimism also positively affected
leadership, academic optimism student achievement. In
and student achievement. accordance with the study’s
results, specific suggestions are
outlined to provide a reference
for application in schools.

23 Turnaround Leadership n. a. n. a. Qualitative The central premise is that

for Higher Education institutions of higher education
need to become more “change-
capable” to meet successfully
the economic and societal
challenges of the 21st century.
 Fullan and Scott propose that
effective, or what they label
“turnaround,” leadership is the
key to transforming colleges
and universities from their
current “change averse culture”
to one that is “change-capable.”

24 The micro-politics of n. a. n. a. This study is based on interviews Drawing from the perspectives
micro-leadership: with 25 programme leaders at of current programme leaders,
exploring the role of two universities in four main areas of difficulty are
programme leader in England. identified: role confusion, the
English universities management of others, the
status and demands of
leadership, and bureaucratic
burdens.

25 What Makes a College n. a. n. a. This exploratory study examines Current administrators believe
Administrator an Effective the necessary leadership skills that communication, diplomacy,
Leader?: An Exploratory for hospitality management and human resources skills are
Study education administrators. Eight required. Faculty participants
subjects were used in this believe that communication,
exploratory study. Qualitative goal setting, and the ability to
methods, including triangulation encourage collaborative and
of observation and in-depth collegial relationships among
interviews, were used to analyze staff and faculty, fund-raising,
information provided by empathy, compassion, and
participants. facilitation skills are most
important.

26 Women and higher Gendered nature of Team Performance Qualitative The review shows that there is
education leadership in leadership a need to develop policies and
Kenya: a critical analysis strategies both at national and
local level geared towards
increasing women’s
participation in decision making
and leadership in higher
education in Kenya.

27 Creating Satisfied Leadership Style Employee Satisfaction The data on the leadership Identifying specific leadership
 Employees in Christian behaviors consisted of five behaviors that predict followers’
Higher Education: transformational leadership satisfaction can reduce
Research on Leadership factors, three transactional absenteeism and employee
Competencies leadership factors, and a single turnover, and is potentially
(Webb, 2009) laissez-faire leadership and were beneficial for leaders who
collected using the Multifactor develop and utilize these
Leadership Questionnaire. This leadership behaviors for the
inquiry sought to discover to benefit of their institutions.
what degree transformational
leadership, transactional
leadership, and laissez-faire
leadership are practiced by
presidents at member colleges
and universities of the Council for
Christian Colleges and
Universities. Second, the study
attempted to identify the
combination of transformational,
transactional, and laissez-faire
leadership behaviors that are
significant predictors of job
satisfaction among followers.

28 Strategic Leadership, School Reform Learning Outcomes The report draws on findings Despite several dysfunctions,
Resource Management Culture of Principalship from several research projects unfulfilled expectations, and
and Effective involving surveys and case intensification of work, a large
School Reform studies in the period 1993 to majority of principals would not
1998, with special focus on the return to previous organizational
Schools of the Future reform in governance. Structural equation
Victoria, Australia. modeling of the sources used in
the study revealed a stable
pattern of direct and indirect
effects of reform elements on
learning outcomes for students.

29 The Impact of School School Leadership School Level Factors A path analysis was conducted The results show no direct or
Leadership on School to test and validate a causal indirect effects of educational
Level Factors: Validation model. leadership on student
of a Causal Model commitment; instead a
reciprocal relationship was
 found between student
commitment and strategic
leadership. A range of
antecedent variables appears to
have more effects on the school
culture than educational
leadership has. Finally, the
principal's vision has a
substantial impact on his or her
educational leadership
behaviors. The findings suggest
the importance of cognitive
processes in order to
understand the complex chain
of variables through which
principals have an impact on
school effectiveness and school
improvement.

30 Key Stakeholders' n. a. n. a. Interviews of teachers, parents Key stakeholders’ in this study

Perceptions of Effective and students have also provide us with a
School Leadership useful emphasis on core school
leadership dimensions, which
they associate with effective
school outcomes and
improvement. These include
administration, responsibility to
ensure quality teaching and
learning and relational
leadership. Stakeholders
answers to the question of what
makes principals effective and
which principal behaviours are
most consistent with school
effectiveness and improvement
provides principals with an
important knowledge base for
practice.
31 Revised models and School principalship Student outcomes The study's approach is Principals who promote both
conceptualisation of qualitative and quantitative, capacity building and systems
successful school culminating in model building and of accountability and evaluation,
principalship for improved multi‐level statistical analyses. to the extent that their teachers
student outcomes perceive these two factors as
characterising their schools,
advance student empowerment,
social development and
academic achievement. Other
success factors include student
home educational environment,
the values and beliefs of
teachers, and principals' years
in a school and hours worked. It
is demonstrated that the
negative effects of socio‐
economic disadvantage can be
moderated.

32 Modeling the longitudinal School leadership Teaching quality and The current study employed a The results illustrate the utility of
effects of school student learning multilevel longitudinal data set specifying multilevel
leadership on teaching drawn from 60 primary schools in relationships when examining
and learning one state in the USA. Using a the “paths” that link school
cross-classification approach to leadership to student learning.
quantitative modeling, the First, leadership effects on
research analyzes the complex student learning were fully
cross-level interactions that mediated by the quality of the
characterize school-level and school's instructional
classroom level practices that environment. Second, the
contribute to school improvement findings indicated that the
and student learning. classroom-related paths
examined in this study directly
influenced the measures of
student math achievement.
Third, the research found that
instructionally focused school
leadership moderated the effect
of individual teachers on student
learning. Fourth, the results
 suggest that school leaders can
enhance student outcomes by
creating conditions that lead to
greater consistency in levels of
effectiveness across teachers.

33 Collaborative leadership Leadership School improvement Series of empirical analyses that Collaborative school leadership
and school improvement: and student outcome assessed the effects of can positively impact student
Understanding the impact collaborative leadership on learning in reading and math
on school capacity and school improvement capacity through building the school's
student learning and student learning in a large capacity for academic
sample of US primary schools improvement. The research
over a four-year period. extends this finding, however,
by offering empirical support for
a more refined conception that
casts leadership for student
learning as a process of mutual
influence in which school
capacity both shapes and is
shaped by the school's
collective leadership.

34 Achieving and n. a. n. a. The purpose of this paper is to

maintaining strategic describe six components of
competitiveness in the effective strategic leadership.
21st century: The role of When the activities called for by
strategic leadership these components are
completed successfully, the
firm’s strategic leadership
practices can become a source
of competitive advantage. In
turn, use of this advantage can
contribute significantly to
achieving strategic
competitiveness and earning
above-average returns in the
next century.

35 How leadership Our review of the evidence

influences student suggests that successful
 learning leadership can play a highly
significant – and frequently
underestimated – role in
improving student learning.

36 The relationship between Distributed leadership Job satisfaction and A questionnaire was The degree of explained
the perception of Organizational administered to teachers and variance for job satisfaction was
distributed leadership in commitment teacher leaders (n = 1770) from considerably lower compared to
secondary schools and 46 large secondary schools. organizational commitment.
teachers' and teacher Multiple regression analyses and Most striking was that the
leaders' job satisfaction path analyses revealed that the cohesion of the leadership team
and organizational study variables explained and the amount of leadership
commitment significant variance in support was strongly related to
organizational commitment. organizational commitment, and
indirectly to job satisfaction.
Decentralization of leadership
functions was weakly related to
organizational commitment and
job satisfaction.

37 Breakthroughs in school This article provides a brief

leadership development historical overview of
in Australia developments in research and
changing paradigms of
Australian school leadership,
followed by a discussion of
current leadership development
emphasis and provision and
emerging concepts in the field
such as leadership standards,
capital formation in education
and leadership in small schools.
The article concludes by
suggesting areas of policy and
program development that may
require further consideration.

38 Exploring the link Distributed leadership Job satisfaction A sample of 130 school leaders The amount of formal
between distributed of 46 large secondary schools distribution of leadership
leadership and job completed a self‐report functions and participative
 satisfaction of school questionnaire. The study results decision‐making of teachers in
leaders indicated that school leaders are the school policy did not have a
highly satisfied with their job. significant influence on school
Multiple regression analysis leaders’ job satisfaction.
revealed that job satisfaction was
significantly related to the
cooperation of the leadership
team and the school type.

39 The leadership paradox: Transformational Student outcomes Interviews with staff and Although the observed and
Can school leaders leadership students, together with reported behaviour of leaders,
transform student classroom observation, confirm teachers, and students matches
outcomes? that the head, appointed in 1995, expectations from the literature,
has played an important role in the consequences for student
transforming internal processes achievement are unclear.
and in changing the context of Background variables seem to
the school. explain most of the apparent
improvement in student
outcomes. An effectiveness
framework that assigns
disproportionate value to
examination results seems to
have created a leadership
paradox, where heads reported
to be transformational produce
only limited gains in
performance.

40 Leadership in Higher The modern school of

Education leadership is based on applied
methods, the delegation of
responsibilities, regulation of
centralized-decentralized
relations, research and
creativity development and the
reinforcement of psychological
and social aspects. Unlike
management, considered to be
a formal and institutionalized
type of leadership, leadership is
perceived as a process carried
out at an informal group level,
while the leader as a boss is
someone who leads this group.