The effect of educational leadership on students' achievement: a cross-cultural meta-analysis research on studies between 2008 and 2018

KARADAĞ E.

ASIA PACIFIC EDUCATION REVIEW, vol.21, no.1, pp.49-64, 2020 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 21 Issue: 1
  • Publication Date: 2020
  • Doi Number: 10.1007/s12564-019-09612-1
  • Journal Name: ASIA PACIFIC EDUCATION REVIEW
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.49-64
  • Keywords: Leadership, Educational leadership, Cross-culture, Achievement, Meta-analysis, TRANSFORMATIONAL SCHOOL LEADERSHIP, INSTRUCTIONAL LEADERSHIP, DISTRIBUTED LEADERSHIP, PRINCIPAL LEADERSHIP, PERFORMANCE, OUTCOMES, CONTEXT
  • Akdeniz University Affiliated: Yes

Abstract

In this meta-analysis study, different leadership approaches were combined, and the relationship between educational leadership and student achievement was analyzed. In the literature review, 151 research articles/dissertations, independent from one another, were brought together, and 131,498 study subjects were included in the sample group. The results of the analyses performed with a random effects model revealed that educational leadership has a medium-level effect on students' achievement. Educational leadership has comprehensive effect on student achievement in vertical-collectivist cultures (e.g., in Asian) than horizontal-individualistic cultures (e.g., in USA). As was expected, the most comprehensive effect among leadership theories was found in instructional leadership. Considering the effect of educational leadership on students' achievement, it is recommended to examine the effect of leadership on other components of school and stakeholders in future studies.