学校领导实践与学生成绩的关系:来自三层次元分析的见解

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Tan, C. Dimmock, A. Walker
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引用次数: 5

摘要

本研究旨在从大量文献中获得广泛的见解,了解在不同的学校背景下,全面的学校领导实践与学生成绩之间的联系。对2000年以来发表的108项研究的493个独立效应的三水平荟萃分析显示,平均效应大小很小,r = 0.14。领导实践的效应值从r = 0.10到0.26不等。结果强调了不同类型的领导实践的重要性,这些实践与教学管理、提高教师能力和吸引外部利益相关者来改善学生的成绩有关。学校领导实践与学生的学业成绩(除科学外)和学习态度/过程显著相关,但与成就无关。调节分析显示,学校领导效应在使用校级分析的研究中显著,而在使用低水平分析的研究中不显著。此外,学校领导效应在不同年级(G1-G6、G7-G12)、不同研究类型(文章、论文)和不同年份(2000-2009年、2010-2018年)均具有显著性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis
The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r  = 0.14. Effect sizes for leadership practices ranged from r’s  = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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