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 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Marcus Pietsch is supported by a Heisenberg professorship of the German Research Association (DFG; Project ID: 451458391, PI 618/4-1). Publisher Copyright: © 2023 AERA.

PY - 2023/10

Y1 - 2023/10

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

JO - Educational Evaluation and Policy Analysis

JF - Educational Evaluation and Policy Analysis

SN - 0162-3737

ER -