Putting the Instructional Leadership-Student Achievement Relation in Context: A meta-analytical big data study across cultures and time
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Educational Evaluation and Policy Analysis, Jahrgang 47, Nr. 1, 03.2025, S. 29-64.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Putting the Instructional Leadership-Student Achievement Relation in Context
T2 - A meta-analytical big data study across cultures and time
AU - Pietsch, Marcus
AU - Aydin, Burak
AU - Gümüş, Sedat
N1 - Publisher Copyright: © 2023 AERA.
PY - 2025/3
Y1 - 2025/3
N2 - Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.
AB - Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.
KW - achievement
KW - cross-cultural studies
KW - hierarchical linear modeling
KW - human development
KW - instructional leadership
KW - meta-analysis
KW - principals
KW - school/teacher effectiveness
KW - secondary data analysis
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85173493346&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/08423231-c8ec-314c-b1e8-911896e7d3fa/
U2 - 10.3102/01623737231197434
DO - 10.3102/01623737231197434
M3 - Journal articles
VL - 47
SP - 29
EP - 64
JO - Educational Evaluation and Policy Analysis
JF - Educational Evaluation and Policy Analysis
SN - 0162-3737
IS - 1
ER -