Professional Documents
Culture Documents
Leadership Matters
Leadership Matters
Matters
What the Research Says
About the Importance of
Principal Leadership
2013 National Association of Secondary School Principals and National Association of Elementary School Principals. All rights reserved.
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Leadership Matters
reat schools do not exist apart from great leaders. NASSP and NAESP have
always asserted this reality with confidence, but the past few years have
provided volumes of high-quality research that confirm it. More importantly,
recent research by the Wallace Foundation and other groups has brought
into focus the behaviors and priorities of effective principals and the measured impact of
principal leadership on student learning. This document compiles the research and makes a
compelling case that, as the title suggests, leadership matters.
Unfortunately, our priorities have not yet caught up to the research. Principal development
remains a low priority in most education policy agendas. The recent round of NCLB waivers
prompted a rush to create new principal evaluation tools, most of which emphasize test
scores over capacity building. And we continue to receive reports of principal preparation
programs that fail to graduate principals with the skills necessary to lead schools in the 21st
century. With all we now know about effective leadership, we can no longer make excuses
for inadequate preparation and development.
For our two organizations, representing the nations 100,000-plus principals and assistant
principals, this document is a platform to reinforce to stakeholders the importance of the
principals role. And we invite all who read it to help us share that message.
Sincerely,
Leadership
Matters
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(2008) found that two to three times as many teachers who say they want to remain in their current
schools agreed with positive statements about school
leadership...than did teachers who want to remain in
the profession but move to a different school
(p. vii).
In response to a study conducted in South Carolina,
more than one-quarter of the teachers identified
leadership as the most crucial working condition
in making their decisions about whether to stay in
a school, and this factor was significantly predictive of teacher retention (Center for Comprehensive
School Reform and Improvement, 2007, p. 2).
Maryland teachers emphasized the importance of
school leadership on teaching retention:
School leadership was the most important
condition affecting teachers willingness to remain teaching at their school. Teachers who
indicated that they plan to remain teaching
in their school were twice as likely to agree
they work in trusting and supportive environments. (Hirsch, Sioberg, & Germuth, 2010, p.
vii)
Finally, the importance of the school principal in
makingor breakinga teachers first years in the profession is highlighted in a report by the Public Education
Network (2003):
New teachers working in schools run by principals they describe as effective and competent
had a much easier transition into teaching....
Teachers gave high marks to principals who
made it easy for them to ask questions and
discuss problems, and those that provided them
with assistance, guidance, and solutions. (p. 22)
Good Principals Manage Their Personal Time and
Priorities to Focus on the Right Stuff
The principals job is complex and multidimensional,
and the effectiveness of principals depends, in part,
onhow they allocate their time across daily responsibilities (Rice 2010, p. 2). Researchers Leithwood et al.
(2004) agreed: Leaders contributions to student learning, then, depend a great deal on their judicious choice
of what parts of their organization to spend time and
attention on. Some choiceswill pay off much more than
others. (p. 11)
Recent research is helping to better define what
the right stuff might be. Many of the discussions about
principal leadership have focused on instructional
leadershipstressing that this should be the core of
a principals job. But the definition of instructional
leadership is evolving.
For example, in a study of Florida principals, Horng,
Klasik, and Loeb (2010) found that, on average, they
spent less than 10% of their time on functions traditionally defined as instruction (such as classroom observations and professional development for teachers).
Almost 30% of their time was spent on administrative
activities, including student supervision, scheduling,
and compliance issues; about 20% of their time was
spent on organizational management. In addition, the
researchers found that devoting more time to organizational management was correlated with higher student
achievement as reflected by test scores. In contrast, time
spent on instructional activities was either not or only
marginally related to student performance.
On the surface, these findings seem to undermine
the argument that the principal is the instructional leader
of a school. But it is important to first look at the types
of activitiessuch as ensuring that the school is safe,
managing the budget and other resources, and dealing with concerns from teachersincluded in organizational management. Effectively addressing such
concerns provides staff members and students with a
well-organized, learning-focused environment in which
to work. Thus, these recent findings do not necessarily
contradict the body of research arguing for principals as
instructional leaders, but this new evidence does help
nuance [sic] that argument by broadening the definition of instructional leadership to include organizational
management skills (Rice, 2010, p. 3). Grissom and Loeb
(2009) conducted a similar study and agreed with Rices
assessment:
Principals devoting significant time and energy
to becoming instructional leaders in their schools
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mance and improvement plans, and through informal advising and coaching interventions. (p. 21)
In the view of Bottoms and Fry (2009), the district
leadership challenge is to move from oversight, from
holding principals accountable at arms length [sic], to
providing the capacity-building support that true districtschool partnerships require (p. vii).
that prepares them to lead improved instruction and school change, not just manage
buildings.
Districts should do more to exercise their
power to raise the quality of principal
training, so that graduates better meet their
needs.
States could make better use of their power
to influence the quality of leadership training
through standard-setting, program accreditation, principal certification and financial support for highly qualified candidates. (Mitgang
& Gill, 2012, p. 12)
research:
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grade-level responsibilities.
Evaluation of Principals
Despite being a critical basis for determining
who is an effective principal and for acting
on those determinations, principal evaluation
systems have simply not been a high priority for
most states and local school systems. As a result,
these systems do little to advance a powerful vision of principal effectiveness. (New Leaders for
New Schools, 2009, p. 5)
The Wallace Foundation (2009) suggested that evaluation processes focus on research-identified driver behaviorsthe most potent behaviors that can promote better
learning outcomes (p. 5). In addition, the foundation
pointed to another often-found problem: inconsistent
connections between evaluation processes and the professional development and mentoring necessary to help
leaders improve once weaknesses are identified (p. 2).
But there has recently been positive movement in
regard to principal evaluation systems. In 2011, the
.nassp.org/Content/158/evaluation
_report_final.pdf.
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References
American Institutes for Research. (2010). What experience from
the field tells us about school leadership and turnaround. Retrieved
from www.learningpt.org/pdfs/leadership_turnaround_schools.pdf
Blase, J., Blase, J., & Phillips, D. Y. (2010). Handbook of school
improvement: How high-performing principals create high-performing schools. Thousand Oaks, CA: Corwin Press.
Bottoms, G., & Fry, B. (2009). The district leadership challenge:
Empowering principals to improve teaching and learning. Retrieved
from Wallace Foundation website: www.wallace foundation.org
/knowledge-center/school-leadership/district-policy-and-practice
/Documents/District-Leadership-Challenge-Empowering-Principals
.pdf
Bottoms, G., & Schmidt-Davis, J. (2010). The three essentials:
Improving schools requires district vision, district and state support,
and principal leadership. Retrieved from Southern Regional Education Board website: http://publications.sreb.org/2010/10V16
_Three_Essentials.pdf
Center for American Progress. (2011). Increasing principal
effectiveness: A strategic investment for ESEA. Retrieved from www
.americanprogress.org/wp-content/uploads/issues/2011/03/pdf
/principalproposal-memo.pdf
Center for Comprehensive School Reform and Improvement.
(2007). Improving teacher retention with supportive workplace
conditions. Retrieved from www.centerforcsri.org/files/The
Center_NL_June07.pdf
Cheney, G. R., & Davis, J. (2011). Gateways to the principalship:
State power to improve the quality of school leaders. Retrieved from
Center for American Progress website: www.americanprogress.org
/wp-content/uploads/issues/2011/10/pdf/principalship.pdf
Christie, K., Thompson, B., & Whiteley, G. (2009). Strong leaders, strong achievement: Model policy for producing the leaders to
drive student success. Retrieved from Education Commission of the
States website: www.ecs.org/clearinghouse/79/23/7923.pdf
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D.
(2005). School leadership study: Developing successful principals
(review of research). Retrieved from Wallace Foundation website:
www.wallacefoundation.org/knowledge-center/school-leadership
/principal-training/Documents/Developing-Successful-Principals.pdf
Davis, S., Kearney, K., Sanders, N., Thomas, C., & Leon, R.
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