Other title(s): The Impact of school leadership on student outcomes
Author(s): Day, Christopher; Leithwood, Kenneth A.
Pages: p. 1-96
The past 15 years have witnessed a remarkably consistent, worldwide effort by educational policy-makers to reform schools by holding them more publicly accountable for improving pupil performance on state or national tests. For school leaders, and for those who study what they do, the main consequence of this policy shift has been considerable pressure to demonstrate the contribution of their work to such improvement. Curiously, this pressure has not actually emerged from a pervasive skepticism about the value of leadership; quite the opposite. Indeed, it would be more accurate to characterize this as a demand to “prove” the widely held assumption that leadership matters a great deal.