Abstract
The past 30 years have seen numerous education reforms intended to raise the achievement standards of students. These reforms have resulted in school leadership becoming of great interest in international education. This interest stems from a belief that school leadership can significantly influence the quality of teaching and learning in their schools, and consequently student achievement, by improving the working conditions of their teachers, and the climate and environment of their school. Numerous leadership theories have been presented in education related literature, with transformational leadership and instructional leadership being the preferred styles. This paper will examine the effects of both transformational and instructional leadership styles on improving student outcomes. This analysis will occur through three key points of focus: teaching and learning, the collaborative establishment of school goals and vision, and an awareness of and engagement with external forces affecting their school.
Highlights
The past 30 years have seen numerous education reforms intended to raise the achievement standards of students
These findings show that school principals must adapt their leadership to the different key features of the communities in which they work, and that they need to understand how schools and homes interconnect rather than viewing them as separate from each other
No single leadership approach will be effective for improving all schools and all student outcomes
Summary
The past 30 years have seen numerous education reforms intended to raise the achievement standards of students. As a result of the complexity and constantly evolving school setting these reforms have created, school leadership becomes of great interest in international education as it is increasingly recognized as having a key role in improving student outcomes (Day, Gu & Sammons, 2016 [1]; Mulford, 2008 [2]). Relevant literature (e.g., Heck & Hallinger, 2014 [3]; Dhuey & Smith, 2014 [4]) has demonstrated the influence of teacher quality on student
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