Supporting Schools in Challenging Contexts Through Educational Leadership: A Study Into Varying Kinds of Leadership

• In Event: Principal Leadership for Student Growth

Abstract

The purpose of this study was to examine different leadership styles in different contexts using a quantitative design, assessing major areas of impact of school leadership in schools in challenging contexts and schools in non-particular circumstances as well as possible differences between direct and indirect leadership effects.
The theoretical framework is based on Leithwood’s model of leadership influences on student learning. Data was collected between 2012 and 2015 within the German state of Hamburg (n=3,746 teachers). Data was analyzed using structural equation models in MPLUS 7. The results paint a picture of many principals in schools in challenging circumstances being unable to transform the school or focus on (the quality of) instruction, though any of these would be very beneficial.

Authors

• Pierre Tulowitzki, Ludwigsburg University of Education

• Marcus Pietsch, Leuphana University of Lüneburg