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Educational Administration Quarterly
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What's this?

Educational Leadership and Student Achievement: The Elusive Search for an Association

Bob Witziers

University of Twente

Roel J. Bosker

University of Groningen

Meta L. Krüger

University of Amsterdam

This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small positive effects found in this meta-analysis confirm earlier research findings on the limitations of the direct effects approach to linking leadership with student achievement. Finally, lines of future research inquiry are discussed.

Key Words: meta-analysis • educational leadership effects • school leadership and student achievement

Educational Administration Quarterly, Vol. 39, No. 3, 398-425 (2003)
DOI: 10.1177/0013161X03253411
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