Skip to content
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Menu
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Menu
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
Leadership for learning: Does collaborative leadership make a difference in school improvement?
Educational Management Administration and Leadership, Volume 38, No. 6, Year 2010
Notification
URL copied to clipboard!
Description
Although there has been a sizable growth spurt in empirical studies of shared leadership over the past decade, the bulk of this research has been descriptive. Relatively few published studies have investigated the impact of shared leadership on school improvement, and even fewer have studied effects on student learning. This longitudinal study examines the effects of collaborative leadership on school improvement and student reading achievement in 192 elementary schools in one state in the USA over a 4-year period. Using latent change analysis, the research found significant direct effects of collaborative leadership on change in the schools' academic capacity and indirect effects on rates of growth in student reading achievement. In addition, the study identified three different growth trajectories among schools, each characterized by variations in associated school improvement processes. The study supports a perspective on leadership for learning that aims at building the academic capacity of schools as a means of improving student learning outcomes. © The Author(s) 2010.
Authors & Co-Authors
Hallinger, Philip
China, Hong Kong
The Education University of Hong Kong
Statistics
Citations: 226
Authors: 1
Affiliations: 2
Identifiers
Doi:
10.1177/1741143210379060
ISSN:
17411440
Research Areas
Health System And Policy
Study Design
Cross Sectional Study
Cohort Study
Study Approach
Quantitative