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A Multilevel Analysis on the Contribution of Principal's Educational Leadership Skills on Student Achievement

A Multilevel Analysis on the Contribution of Principal's Educational Leadership Skills on Student Achievement
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Author(s): Adnan Boyaci (Anadolu University, Turkey), Yakup Oz (Anadolu University, Turkey) and Emel Akay (Anadolu University, Turkey)
Copyright: 2019
Pages: 23
Source title: Predictive Models for School Leadership and Practices
Source Author(s)/Editor(s): Ismail Hussein Amzat (International Islamic University Malaysia, Malaysia)
DOI: 10.4018/978-1-5225-5858-3.ch006



In this study, the effect of school leadership on student achievement is examined based on the PISA 2015 data in the Turkish context, conducting a multilevel analysis. According to the results of the study, gender, economic, social, cultural status of the family, and grade repetition, school type, and the interaction of school type and grade repetition are directly associated with the students' science achievement, whereas leadership skills of school principals are not related. Several reasons for such an insignificant relationship between leadership skills and student achievement are discussed. The effect of culture on leadership orientations of different countries constitute the center of this discussion. In this regard, for Turkey and countries alike, where the self-protective leadership orientation is highly valued, instructional and professional development leadership skills of principals are recommended, considering schools are the professional learning communities to increase the contribution of principals' leadership skills on student outcomes.

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