Educational leadership plays a pivotal role in student success, with school principals significantly influencing outcomes. From enhancing instructional quality to fostering a positive school culture, the research consistently demonstrates that effective leadership directly can have a measurable impact on student achievement.
Research-Backed Insights on Why Educational Leadership Matters
The value a principal brings to a campus is undeniable. Principals influence school climate and culture by setting high expectations and cultivating an atmosphere of continuous improvement (Leithwood, Day, Sammons, Harris, & Hopkins, 2006). When teachers feel supported and guided, their instructional quality improves, which directly elevates student outcomes.
Effective principals align resources, professional development, and school policies with the goal of enhancing teaching and learning. They also promote collective teacher efficacy—an influential factor with one of the highest effect sizes in John Hattie’s research.
Instructional Leadership vs. Transformational: What Impacts Students Most?
Most school leaders are trained in transformational leadership, which focuses on vision, inspiration, and broad-scale change. They create common goals, buffer external demands, give teachers autonomy. While these are important qualities, Hattie found that its effect size (~0.11) is relatively small in improving student outcomes. Transformational leadership is far below the hinge effect size of 0.4. That’s primarily because this type of leader doesn’t focus on teaching and learning.
By contrast, instructional leadership emphasizes pedagogical development, teacher support, and direct engagement with the teaching and learning process. The effect size of an instructional leader (0.42) is almost four times that of the transformational leader. Instructional leaders are are directly involved in guiding curriculum in the classroom, instruction, and assessment practices. This leadership style, supported by Robinson, Lloyd, and Rowe (2008), significantly outperforms other styles in driving student achievement.
Effective principals consistently communicate high academic expectations and model evidence-based instructional practices. They actively involve teachers in analyzing student data to identify learning gaps and collaboratively develop targeted interventions—a strategy well-supported by Hattie’s research on visible learning (Hattie, 2009)
How School Leaders Can Practice Effective Instructional Leadership
Below are some research-based strategies for practicing effective instructional leadership in schools:
1. Prioritize Instructional Leadership Activities
- Allocate Time for Classroom Observations:
Schedule regular, brief visits to classrooms and follow up with timely, actionable feedback. This supports the belief that continuous teacher growth is achieved with clear feedback and not tied to the formal teacher evaluation process. - Engage in Data-Informed Discussions:
Lead data reviews to identify student performance trends. Collaborate with teachers to design and implement instructional strategies based on the findings. (Incidentally, identifying the most effective instructional strategies is one of the first things the principal must do. Explore TCEA’s research-based online courses for additional support on this topic.)
2. Cultivate a Collaborative School Culture
- Foster Professional Learning Communities (PLCs):
Encourage teachers to meet regularly to analyze student work, co-develop lesson plans, share best practices, and reflect on instructional outcomes. - Promote Shared Leadership:
Distribute leadership tasks to teacher leaders or department heads, offering them autonomy while maintaining focus on collective school goals and standards.
3. Provide Effective Feedback and Support
- Offer Specific, Timely Feedback:
Give actionable feedback aligned with clear success criteria and directly connected to student learning goals. - Personalize Professional Development:
Customize professional learning based on teacher needs, subject area, and student data. Each session should directly connect to classroom practice. Professional development should not follow a one-size-fits-all approach.
4. Set and Communicate High Expectations
- Establish Rigorous Goals:
Collaborate with staff to define ambitious yet attainable learning outcomes. Support teachers in distinguishing between behavior goals and true learning goals. - Celebrate Progress:
Recognize and communicate small wins and data-driven improvements to strengthen collective efficacy and sustain commitment to schoolwide goals.
5. Build Relational Trust
- Be Visible and Approachable:
Engage with students, families, and teachers by regularly visiting classrooms, hallways, and school events to foster transparency and trust. - Practice Active Listening:
Solicit input from staff, students, and community members so that it’s clear that every voice shapes school improvement.
Building Impact at Scale
Leadership doesn’t require dramatic overhauls. Small, intentional practices —like classroom walk-throughs, targeted feedback, and collaborative problem-solving—compound to create meaningful gains in student achievement. When instructional leadership becomes embedded in a principals and assistant principals daily routine, school outcomes improve consistently over time.
FAQs on Educational Leadership
What is educational leadership, and why does it matter?
Educational leadership involves guiding and supporting teachers, students, and school communities to achieve learning goals. It matters because strong leadership directly affects teacher performance, school culture, and student achievement.
How does instructional leadership differ from transformational leadership?
Instructional leadership focuses on teaching and learning—observing classrooms, using data, and supporting teacher growth. Transformational leadership, on the other hand, centers on inspiring and motivating staff through vision and change. Research shows instructional leadership has a stronger impact on student outcomes.
What does collective efficacy mean in schools?
Collective efficacy is the shared belief among educators that they can positively influence student learning. When school leaders reinforce this belief, it boosts motivation, collaboration, and achievement across the school.
How can school leaders use data effectively?
Effective leaders use data to identify learning gaps, inform instructional decisions, and personalize professional development. It helps align teaching practices with student needs and schoolwide goals.
What strategies help build trust in school leadership?
Being visible, following through on commitments, and actively listening to teachers and staff are key. Trust grows when leaders consistently support their teams and value their voices.
Why is setting high expectations important for principals?
High expectations signal belief in students’ and teachers’ potential. When principals set clear, ambitious goals and celebrate progress, it cultivates a culture of achievement and continuous growth.
References on Educational Leadership
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
- Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning. London: DfES.
- Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.