Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995

Item

Title

Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995

Abstract/Description

Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995. We specifically focus on the conceptual underpinnings of several theoretical models to study the role, the relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact. We conclude by framing a possible research agenda for the next generation of studies on the effects of school administration.

Author/creator

Hallinger, Philip

Heck, Ronald H.

Date

1996

In publication

Educational Administration Quarterly

Volume

32

Issue

1

Pages

5-44

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Historical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-161X

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Citation

Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002

Cited in

Continuous Improvement and "High Leverage" Educational Problems

Item sets

OB Citations - Continuous Improvement and "High Leverage" Educational Problems

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