Balancing Accountability and Creativity Through Shared Instructional Leadership and Principal Value on Creativity

• In Event: Leadership for Organizational Change and School Improvement

Abstract

The current leadership in K-12 schools emphasizes its effectiveness in improving student academic achievement, but there is a lack of evidence that school leaders can enhance both creativity and math achievement simultaneously. Based on the Program for International Student Assessment (PISA) 2022 dataset, we find that shared instructional leadership supports both creativity and math achievement by valuing creativity and aligning mathematics instruction to emphasize critical thinking skills. The findings’ implications for rebuilding the legitimacy of leading for creativity in schools are discussed.

Authors

• Xi Zhan, Nanjing University

• Joonkil Ahn, University of Arizona

• Xiaomeng Liu, Xiamen University