Jacobson, S. (2011). Leadership effects on student achievement and sustained school success. The International Journal of Educational Management, 25(1), 33-44.
The purpose of this study was to ascertain the effects of school leadership practices – especially of the Principal – on sustained school success under the conditions of high poverty. The study was conducted because of the increasing evidence suggesting a more direct influence of Principal leadership (not just teacher instruction) on student outcomes.
This study was a specific analysis of the qualitative studies done by the International Successful School Principalship Project (ISSPP) which include 15 nations creating a database chronicling what successful school leaders did to produce higher levels of student outcomes across multiple contexts. The original researchers used the same semi-structured interview process transnationally to collect data from principals, teachers, staff, parents and students. Quality school leadership was assessed using the three core leadership practices identified by Leithwood and Riehl (2005): direction setting, people development, and organization redesign.