School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis

There is a widespread belief among politicians and members of the public that school leaders make a critical difference to the quality of schools and the education of young people. This synthesis confirms that school leaders can indeed make a difference to student achievement and well-being. It identifies, explains, and illustrates some of the specific ways in which they can do this. Its findings can be used by readers in their own contexts to support and develop the qualities of leadership that will enhance student success.

The work reported in this executive summary is part of the Ministry of Education’s Iterative Best Evidence Synthesis (BES) Programme, a programme that seeks a greater understanding of the relationships that exist between selected aspects of the education system and a range of student outcomes. In this synthesis, the focus is on the complex relationship between educational leadership and student outcomes and on uncovering the particular leadership dimensions thatare crucial for improving student outcomes in both English- and Màori-medium schools.

The literature on educational leadership is substantial, but only a small part of it focuses on the relationship between leadership and student outcomes. The synthesis draws evidence about this relationship from three broad sources: (a) assessments of the direct and indirect impacts of leadership on student outcomes, (b) descriptive accounts of the role played by leadership in effective interventions into teaching and learning, and (c) research on the links between leaders’ knowledge, skills, and dispositions and student outcomes.

An executive summary of the School Leadership BES in Te Reo Māori entitled He Kura Rangatira, He Kura Àkonga: Te Hua i Kitea Ai, Te Hua i Rite Ai is available for downloading.