Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗

TLDR: This paper reviewed research from 1980-1995 exploring the relationship between principal leadership and student achievement and found that principals exercise a measurable, though indirect, effect on school effectiveness and student performance, while this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to school effectiveness.

Abstract: This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on school effectiveness and student achievement. While this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to school effectiveness and improvement. Moreover, the review suggests that previously described discrepancies in research results may be explained by the conceptual and methodological tools employed by researchers. We also emphasize the limitations of these studies. Even taken as a group they do not resolve the most important theoretical and practical issues concerning the means by which principals achi...