Leadership and Learning Development

What the Research Says About Educational Leadership

The research on the value that a principal can bring to a campus is very clear and valid. They directly 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, guided, and engaged, their instructional quality improves, which in turn elevates student outcomes.

Effective principals align resources, professional development, and school policies with a focus on 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.

Transformational vs. Instructional Leaders

Hattie also has some significant findings on the most effective type of leader to aspire to be. Most educational leaders have been taught to be transformational leaders. They focus on vision, inspiration, and broad-scale change. They create common goals, buffer external demands, and give teachers autonomy. And these are all good things.

But Hattie’s research shows that the transformational leader has an effect size of only ~0.11, far below the hinge effect size of 0.4. That’s primarily because this type of leader doesn’t focus on teaching and learning.

Instead, an instructional leader emphasizes pedagogical development, teacher support, and direct engagement with the teaching and learning process. Hattie’s synthesis—supported by Robinson, Lloyd, and Rowe (2008)—suggests that instructional leadership has a stronger correlation with student achievement. Instructional leaders are directly involved in guiding curriculum, instruction, and assessment practices. The effect size of an instructional leader? 0.42, almost four times that of the transformational leader.

Effective principals routinely communicate high academic standards and model practices that promote evidence-based teaching. They engage teachers in data-driven decision-making to identify gaps in learning and develop targeted interventions (Hattie, 2009).

How to Be an Instructional Leader

Below are some concrete strategies aligned with Hattie’s findings and other research to bolster leadership effectiveness:

Prioritize Instructional Leadership Activities

Allocate Time for Classroom Observations: Schedule regular, brief visits to classrooms and follow up with timely, actionable feedback. This is related to the belief that all teachers can become better with clear feedback and is not related to the teacher evaluation process.
Engage in Data-Informed Discussions: Lead data reviews to identify trends in student performance and collaborate with teachers on targeted instructional strategies. (Incidentally, identifying the most effective instructional strategies is one of the first things the principal must do. If you would like to learn more about this topic, be sure to check out TCEA’s research-based online courses.)

Cultivate a Collaborative School Culture

Foster Professional Learning Communities (PLCs): Encourage teachers to share best practices, analyze student work, and co-develop lesson plans.
Promote Shared Leadership: Distribute leadership tasks among teacher leaders or department heads, offering them autonomy while maintaining overall vision and standards.

Provide Effective Feedback and Support

Offer Specific, Timely Feedback: Align your feedback with clear success criteria and connect it to student learning goals.
Personalize Professional Development: Tailor training opportunities to individual teachers’ needs, ensuring that each development session connects directly to classroom practice. This definitely should not be a “one size fits all” approach.

Set and Communicate High Expectations

Establish Rigorous Goals: Collaborate with faculty to set measurable, ambitious goals that drive learning outcomes. Help teachers to understand the difference between behavior goals and learning goals.
Highlight Progress: Regularly share data on improvements and celebrate milestones to reinforce collective efficacy and commitment.

Build Relational Trust

Be Visible and Approachable: Regularly visit classrooms, hallways, and school events to demonstrate support and openness.
Active Listening: Encourage input from staff, students, and community members, making it clear that every voice contributes to school improvement.

Building Impact at Scale

Small, consistent actions—like classroom walk-throughs, targeted feedback, and team-based problem-solving—cumulatively translate into meaningful gains in student achievement. Embedding evidence-based leadership practices into daily routines ensures that principals and assistant principals drive sustainable and measurable 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.

“Do the best you can until you know better. Then, when you know better, do better,” is widely attributed to Maya Angelou. What a great thought as we near the end of this year and take time to reflect on its many facets. Through self-reflection, we can have those “aha moments” leading us to make improvements. Self-reflection is great for students, educators, and leaders. In the classroom, students can benefit by gaining greater critical thinking and deeper understanding. Educators who routinely practice self-reflection will experience improved instructional practice and well-being. And leaders who practice self-reflection should notice positive results in self-awareness and emotional intelligence.

But, is self-reflection something mystical? Do I need to sit with my legs crossed and hum? Exactly how do I do this “self-reflect” thing effectively? I’m glad you asked. Here are some tips depending on your role.

Self-Reflection for Students

Regardless of what subject or grade level you teach, your students can benefit from self-reflecting. They can reflect on their work individually or through group work. Thinking about our thinking, metacognition, can be a powerful way to deepen and extend the learning that is possible. Before an actual lesson, let your students know that after the lesson and practice time, you will give them a chance to think about their learning. You might even share these questions ahead of time with them:

What part of today’s lesson was most challenging for you, and why?
What are three things you did well today and one thing you could improve?
What is one specific goal you can set for the next class based on today’s learning?
What is one thing that could be changed about today’s lesson to help you learn better?
How does what we learned today relate to your own experiences or interests?

Give students adequate wait time and allow them to jot down their thoughts before sharing with a partner or their group. If your students are new to self-reflection, you might give them all the questions but ask them to share just one response.

Self-Reflection for Educators

As an educator, it is important to reflect on our teaching to make improvements. Sometimes, we might ask a coworker we trust to observe a lesson and give us feedback. But being observed can feel intimidating, or we might not want to impose on our peers’ time. Here are some questions you ask yourself to encourage self-reflection. They could also be asked as part of a faculty meeting to foster sharing and collaborative improvement:

Reflecting on your recent lesson, what aspects were most thoroughly planned, and how did that impact the lesson’s execution?
What teaching strategies did you use, and how effective were they in engaging students?
Can you share a moment from a recent lesson where you felt a strong connection with your students? What led to that moment?
How did you assess student engagement during the lesson, and what adjustments did you make in response?
Think of a student who seemed disengaged. What might you try differently next time to better involve them?
What was the most challenging part of your recent lesson, and how did you address it?
Looking back, what would you do differently in your last lesson, and why?
How will you incorporate new teaching methods or technologies into your upcoming lessons?

If doing this in a faculty meeting setting, give plenty of wait time and allow teachers to respond to the question they feel most comfortable with. If you do this individually, consider journaling your responses in a notebook every few weeks. This will give you a clearer picture and hopefully lead to more “aha moments.”

Self-Reflection for Leaders

As a leader, there are many experiences you can reflect on to become more self-aware and improve your leadership skills. In addition to self-reflection, encourage honest feedback from colleagues, mentors, and team members. Be open to hearing both positive and negative feedback and avoid becoming defensive. Actively listen to understand their perspectives and identify areas for improvement.

Internally, pay attention to your emotions in different situations, particularly challenging ones. Identify your triggers and how you typically react. Reflect on whether your reactions are helpful or hindering your leadership effectiveness. Clarify your core values and how they guide your leadership decisions. Consider your motivations for leading and how they align with your values. Reflect on whether your actions are consistent with your values and beliefs. Think about how your words, actions, and behaviors affect others. Evaluate whether you inspire, motivate, and empower your team or create a negative work environment.

To make the most growth as you self-reflect, consider scheduling an ongoing block of time on your calendar at bi-weekly or monthly intervals where you take time to reflect and contemplate how things are going and ways to improve. Here are some questions you might consider asking yourself:

Reflect on a recent decision you made. What was your thought process, and how did you involve your team?
How do you communicate expectations and feedback to your team? Does this take into account their needs or styles of communication?
What strategies do you use to ensure you’re approachable and open to your team’s ideas and concerns?
How do you assess the dynamics within your team, and what steps do you take to foster a positive and collaborative environment?
How do you balance the need to assert your authority with the need to be empathetic to your team’s perspectives?
Reflect on a significant problem you recently solved. What was your approach, and what would you do differently in hindsight?
How do you involve your team in the decision-making process, and how do you handle disagreements?
What steps do you take to ensure your team understands and feels connected to the broader goals of the organization?
How do you seek and respond to feedback about your leadership?

So, as we embrace the power of self-reflection, let’s remember it’s not just a periodic exercise but a continuous journey toward personal and professional growth. Whether you’re a student mastering critical thinking, an educator enhancing teaching methods, or a leader honing emotional intelligence, self-reflection is your compass. It guides you through the complexities of your role, helping you to recognize both your strengths and areas needing improvement. Consider these reflective questions as opportunities to go deeper into your experiences, to learn, and to enhance what you are already doing. As this year draws to a close, begin a habit of self-reflection to know better so that you can do better.