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Critical analysis of quantitative-qualitative research models into the effect of instructional and transformational leadership on student achievement Tello, Esther
Abstract
The purpose of this study is to examine a body of mixed methods (qualitative and quantitative) research on how instructional and transformational leaders' behaviours affect student achievement. Current political demands on the role of the school principal and increased emphasis on accountability place students' academic achievement at the top of school reform agendas and add weight to the role of the school principal (Gentilucci & Muto, 2007; VSB Leadership District Review Team, 2008; Ministry of Education BC Mandate for the School System, 2008, British Columbia Educational Council, 2008). I critically analyze the latest research findings with the purpose of offering practical insights and contributions to policy makers, researchers and educational leaders to model future courses of action in educational administration and accountability. The two research studies considered in this review were conducted by Alig- Mielcarek (2003) and Leithwood, Jantzi, and McElheron-Hopkins (2006). Alig- Mielcarek (2003) in the state of Ohio, United States, carried out a study on instructional leadership and student achievement in 146 schools. Similarly, Leithwood, Jantzi, and McElheron-Hopkins (2006) conducted a study in Ontario, Canada, over five years, on transformational leadership and student achievement in 100 schools. Two layers of analysis are used in this review. The first layer of analysis conceptualizes the leadership role according to De Maeyer et al.' s (2007) theoretical framework: instructional and transformational leadership models. The objective of this layer of analysis is to see to what extent the conceptual role of the principal matches the variables considered in the methodology of each study. The second layer of analysis examines the conceptual methodologies used by the researchers according to Hallinger and Heck's (1988) theoretical perspective on administrative leadership. I interpret the multilevel nature of the path analyses utilized by the researchers and the variables they linked directly or indirectly to student achievement. The objective of the second layer of analysis is to examine the extent of the multilevel approach employed in their path analysis and the validity of the findings. This study concludes that both Alig-Mielcarek's (2003) study and Leithwodd et al.'s (2006) study contribute to a better understanding of the path models that can be used to study educational leadership and student achievement. However, there are some threats to the validity of both studies; careful attention must be paid to the numbers of variables at each level and to gathering the most accurate data available. Neither study's leadership frameworks appears sufficient for effective school leadership. A combination of diverse frameworks is recommended to meet current educational demands.
Item Metadata
Title |
Critical analysis of quantitative-qualitative research models into the effect of instructional and transformational leadership on student achievement
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Creator | |
Date Issued |
2008-09
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Description |
The purpose of this study is to examine a body of mixed methods (qualitative and
quantitative) research on how instructional and transformational leaders' behaviours
affect student achievement. Current political demands on the role of the school principal
and increased emphasis on accountability place students' academic achievement at the
top of school reform agendas and add weight to the role of the school principal
(Gentilucci & Muto, 2007; VSB Leadership District Review Team, 2008; Ministry of
Education BC Mandate for the School System, 2008, British Columbia Educational
Council, 2008). I critically analyze the latest research findings with the purpose of
offering practical insights and contributions to policy makers, researchers and educational
leaders to model future courses of action in educational administration and
accountability.
The two research studies considered in this review were conducted by Alig-
Mielcarek (2003) and Leithwood, Jantzi, and McElheron-Hopkins (2006). Alig-
Mielcarek (2003) in the state of Ohio, United States, carried out a study on instructional
leadership and student achievement in 146 schools. Similarly, Leithwood, Jantzi, and
McElheron-Hopkins (2006) conducted a study in Ontario, Canada, over five years, on
transformational leadership and student achievement in 100 schools.
Two layers of analysis are used in this review. The first layer of analysis
conceptualizes the leadership role according to De Maeyer et al.' s (2007) theoretical
framework: instructional and transformational leadership models. The objective of this
layer of analysis is to see to what extent the conceptual role of the principal matches the
variables considered in the methodology of each study. The second layer of analysis
examines the conceptual methodologies used by the researchers according to Hallinger and Heck's (1988) theoretical perspective on administrative leadership. I interpret the
multilevel nature of the path analyses utilized by the researchers and the variables they
linked directly or indirectly to student achievement. The objective of the second layer of
analysis is to examine the extent of the multilevel approach employed in their path
analysis and the validity of the findings.
This study concludes that both Alig-Mielcarek's (2003) study and Leithwodd et
al.'s (2006) study contribute to a better understanding of the path models that can be used
to study educational leadership and student achievement. However, there are some
threats to the validity of both studies; careful attention must be paid to the numbers of
variables at each level and to gathering the most accurate data available. Neither study's
leadership frameworks appears sufficient for effective school leadership. A combination
of diverse frameworks is recommended to meet current educational demands.
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Genre | |
Type | |
Language |
eng
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Series | |
Date Available |
2017-01-21
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0340111
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URI | |
Affiliation | |
Campus | |
Peer Review Status |
Unreviewed
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Scholarly Level |
Graduate
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Rights URI | |
Aggregated Source Repository |
DSpace
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Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International