Abstract
The aim of this research is to examine the relationship between teacher leadership and academic achievement of students through meta-analysis. For this purpose, an analysis of the effect sizes of 47 independent samples obtained from a total of 54 primary studies was carried out according to the inclusion criteria. Findings revealed that there is a positive yet weak association between teacher leadership and academic achievement. The distribution of effect sizes does not differ statistically with respect to the leadership type, academic field, education level, analysis unit, participant, location, and publication type. However, the size of effects significantly differs by the education levels. Accordingly, the effect size value in terms of the relationship between teacher leadership and students' academic achievement is weak for the elementary school, with Fz = .12, while it is moderate for the university, high school, and middle school with values of Fz = .26, Fz = .38, and Fz = .30 respectively.
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