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The effect of educational leadership on students’ achievement: a cross-cultural meta-analysis research on studies between 2008 and 2018

• Published: 02 August 2019
• Volume 21 , pages 49–64, ( 2020 )

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• Engin Karadag   ORCID: orcid.org/0000-0002-9723-3833 1  

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In this meta-analysis study, different leadership approaches were combined, and the relationship between educational leadership and student achievement was analyzed. In the literature review, 151 research articles/dissertations, independent from one another, were brought together, and 131,498 study subjects were included in the sample group. The results of the analyses performed with a random effects model revealed that educational leadership has a medium-level effect on students’ achievement. Educational leadership has comprehensive effect on student achievement in vertical-collectivist cultures (e.g., in Asian) than horizontal-individualistic cultures (e.g., in USA). As was expected, the most comprehensive effect among leadership theories was found in instructional leadership. Considering the effect of educational leadership on students’ achievement, it is recommended to examine the effect of leadership on other components of school and stakeholders in future studies.

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The effect of educational leadership on students’ achievement: a meta-analysis study.

The Effect of Educational Leadership on Students’ Achievement

Effect of school leadership on student academic achievement: school level path variables

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This study was financially supported by Turkish Academy of Sciences’ The Young Scientists Awards (GEBIP).

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Karadag, E. The effect of educational leadership on students’ achievement: a cross-cultural meta-analysis research on studies between 2008 and 2018. Asia Pacific Educ. Rev. 21 , 49–64 (2020). https://doi.org/10.1007/s12564-019-09612-1

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Received : 09 August 2018

Revised : 05 May 2019

Accepted : 17 July 2019

Published : 02 August 2019

Issue Date : March 2020

DOI : https://doi.org/10.1007/s12564-019-09612-1

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Reference list.

Schools and colleges bring teachers, parents, and students together (Fitzgerald, 2009). Each of these groups has its unique goals and objectives. Every school leader should employ the best strategies in order to mentor these stakeholders.

School leadership is a complex practice aimed at guiding teachers and learners. Educational leadership is one of the best practices towards improving the performance of different learners.

I have gained new skills as a school leader. My first understanding is that the quality of school leadership determines the performance of every learning institution. This explains why every person should apply the best educational leadership skills. Every institution requires the best leaders in order to attain its goals.

The best leaders will ensure their institutions provide quality education to their learners. Leadership should promote “performance, openness, mentorship, and teamwork” (Day, Gronn, & Salas, 2004, p. 874).

I will use this knowledge in order to become a successful educational leader. Every educational leader should focus on the best goals (Cranston & Ehrich, 2009).

Creating Teams

The first concept towards better educational leadership is creating cohesive teams. According to Bush (2007, p. 396), “a team is a group of individuals whose mission is to achieve a set of common goals or solve the problems affecting them”.

Every team member is committed to the targeted goals or objectives. A team will succeed if it has a good mentor or leader. A motivated team will achieve its goals much easier. The class readings have also explored some of the best practices towards better educational leadership.

Leaders should use different teams in order to achieve their goals (Sheard & Kakabadse, 2004). This practice will ensure every team achieves its educational goals (National College of School Leadership, 2009).

Team Leadership

Team leadership is a dynamic approach that ensures every learner achieves his or her academic goals. The readings have widened my skills as a team leader in an academic environment. The application of proper leadership ensures every team achieves its goals.

Every team leader should be competent and self-determined (Mayrowetz, 2008). I am also planning to become a professional team leader.

Team leaders should be ready to promote cohesiveness and improve the level of communication. Team leadership is “the ability to solve every problem affecting a given group” (Hall, 2002, p. 730).

Distributed and Middle Leadership

Distributed leadership remains a major practice in many learning institutions. This leadership approach helps every manager devolve his or her responsibilities across the institution. This leadership approach follows a top-down strategy.

This leadership approach is effective because it improves the level of academic performance (Johnson, 2003). The class materials have also informed me about the importance of middle leadership. Middle leaders examine every aspect of their learning institutions.

The leader “promotes enquiry, professional development, and curriculum” (Sheard & Kakabadse, 2004, p. 102). This leader also encourages his students and teachers to establish new teams.

The leaders sustain the best networks in order to achieve their goals. I have understood why every educational leader should use the best leadership styles.

I have gained new skills from the learning process. I am planning to use these skills in my future professional practice. A good educational leader supports every teacher or learner (Gunter & Fitzgerald, 2007).

Every manager should portray the best organisational behaviours. Different leadership models such as transformational and transactional practices will ensure every learner is contented with the learning environment. I will always use these practices in order to create the best teams.

Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South African Journal of Education, 27 (3), 391-406.

Cranston, N., & Ehrich, L. (2009). Senior management teams in schools: Understanding their dynamics, enhancing their effectiveness. Leading and Managing, 15 (1), 14-25.

Day, D., Gronn, P., & Salas, E. (2004). Leadership capacity in teams. The Leadership Quarterly, 15 (6), 857-880.

Fitzgerald, T. (2009). The Tyranny of Bureaucracy: Continuing challenges of Leading and Managing . Educational management administration and Leadership, 37 (1), 51-65.

Gunter, H., & Fitzgerald, T. (2007). Leading learning and leading teachers: Challenges for schools in the 21st Century. Leading and Managing, 13 (1), 1-15.

Hall, V. (2002). From teamwork to team-work in education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration. Part 2 (pp. 697-733). London: Kluwer Academic Publishers.

Johnson, N. (2003). Working in Teams . Web.

Mayrowetz, D. (2008). Making sense of distributed leadership: Exploring the multiple usages of the concept in the field. Educational Administration Quarterly, 44 (3), 424-435.

National College of School Leadership. (2009). School leadership: Federations and distributed leadership . Web.

Sheard, G., & Kakabadse, A. (2004). A process perspective on leadership and team development. Journal of Management Development, 23 (1), 7-106.

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Please note you do not have access to teaching notes, an exploration of higher education leadership competencies: knowledge, skills and attitudes.

International Journal of Educational Management

ISSN : 0951-354X

Article publication date: 26 September 2024

Competencies for leadership in higher education have begun to emerge in the literature. Yet to better equip future leaders in higher education, the use of a learning taxonomy may serve as a framework to understand necessary learning for leaders in higher education. The aim of this study is to explore the competencies of higher education leadership through Bloom’s knowledge, skills and attitudes framework.

Design/methodology/approach

An explanatory case study qualitative methodology was used to explore the experiences of senior leaders within a singular university to determine the necessary competencies of leadership in higher education. Purposive sampling was used to recruit participants who served in Dean-level or higher positions. Eligible participants participated in a semi-structured interview.

Each of Bloom’s domains had a variety of themes emerge: knowledge (2), skills (6) and attitude (2).

Research limitations/implications

Sample size was limited by the availability of senior leaders and may not represent the experience of leaders at all institutions.

Practical implications

Findings from this study may allow future researchers to investigate the outcomes of a combination of competencies. Findings from this study will hopefully be able to be extrapolated to better understand the learning required of those who aspire to be future leaders in similar university structures.

Originality/value

Available studies fail to explore the process by which one learns the skills necessary to become a leader in higher education. To the best of the authors’ knowledge, this is the first study to map higher education leadership competencies through a learning taxonomy.

• Higher education leadership
• Competencies
• Bloom’s taxonomy

Tyminski, Q. and Owens, G.B. (2024), "An exploration of higher education leadership competencies: knowledge, skills and attitudes", International Journal of Educational Management , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJEM-02-2024-0126

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What Can You Do With a Master’s in Education Policy and Leadership?

Discussions around education policy and teacher performance often center on test scores, which—according to Rand— teachers can significantly impact . Unfortunately, this focus on assessment can eclipse other areas in which teachers facilitate improvement and success. One study showed that teachers’ impact on noncognitive skills , such as self-regulation, adaptability, and motivation, might be more significant than their impact on test scores and, further, that such skills are better predictors of long-term success in school and beyond.

Insights like these could improve learning outcomes across the education spectrum—provided people in power act upon them. If you aspire to effect such changes, consider earning a master’s degree in education leadership. A Master of Education (MEd) in Education Policy and Leadership (like the one offered at American University ) can help you advance to positions of influence, whether that means climbing the ladder in your current field or gaining specialized skills to take on new and exciting roles. 

Data released by the National Center for Education Statistics shows that public and private K-12 schools increased administrative staffing during the first year of the pandemic more than in the five years prior. While the growth of leadership positions, such as K-12 principals, is expected to remain consistent through 2032, other roles, including college and university education administrator roles, are expected to grow by 4 percent over the next decade. Earning an MEd degree facilitates opportunities to pursue new roles and enables you to pursue topics you care about. Continue reading to learn more about the roles open to those with an MEd.

Champion Innovation and Equity With an AU MEd

Learn how policy impacts every student, teacher, and administrator, curriculum development and support roles.

Curriculum development and design offers varied opportunities to education professionals with advanced credentials, including the following:

• Curriculum specialists ensure consistent content standards and curriculum implementation. They evaluate and improve current and emerging programs, ensuring they adhere to state and local standards. The US Bureau of Labor Statistics reports that instructional coordinators earn an average annual income of about $74,500.
• Instructional designers focus on the tools and methods that can significantly impact a student’s development. They may develop educational training guides, redesign courses, and create supplemental learning materials (like videos, podcasts, websites, and apps). The US Bureau of Labor Statistics reports that training and development specialists earn an average annual income of about $65,000; those in state, local, and private education services earn closer to $72,500.
• Instructional design managers and directors oversee teams of instructional designers responsible for creating and improving effective learning pathways for students. Talent.com reports an average annual salary for instructional design directors of $96,500.

School and District Education Administration Roles

Earning a master’s in education leadership can propel you to reach new leadership roles within K-12 education administration, including those listed below: 

• Principals oversee all school operations, including academic goals, staffing, budgeting, scheduling, compliance, discipline, and community outreach. This role often requires a master’s degree and teaching experience. The US Bureau of Labor Statistics reports that elementary and secondary public school principals earn about $105,000 annually.
• Assistant principals support school principals in their assigned duties. Traditionally, this role has been delegated to disciplinary matters ; in recent years, it has begun to expand to broader school operations. According to Payscale, assistant principals earn an average salary of approximately $78,000.
• Superintendents serve as school district chief executive officers. They plan and direct the academic, administrative, or auxiliary activities of schools across their district. EdSource reports that superintendents earn an average salary of more than $156,000.

Higher Education Administration and Leadership Roles

An MEd creates opportunities beyond K12 education. A number of roles in higher education administration are open to holders of this degree, including:

• Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities. According to the U.S. Bureau of Labor Statistics, the median annual income for postsecondary education administrators was $102,610 in May 2023.
• Academic directors work closely with administrators and faculty to develop and update curricula and ensure organized, consistent teaching methods. Glassdoor reports an average annual salary for academic directors of $80,000.

Education Policy and Consulting Roles 

MEd graduates hoping to exert a wide-reaching impact on education may want to pursue analyst or consultant roles such as:

• Education policy analysts measure the effectiveness of existing policies and model how proposed policies will affect students, teachers, budgets, and districts. They also design actionable policy-based solutions for challenges facing schools and students. According to Payscale, the average salary for an education policy analyst is about $64,500.
• Education consultants work with students, parents, and schools to improve educational experiences, facilities, and outcomes. This may involve creating new policies and procedures to streamline the financial aid or admissions processes or counseling students about goals. According to Glassdoor, education consultants earn almost $90,000 annually.
• Organizational development consultants apply the principles used to improve education performance in the private sector. They identify performance gaps and devise solutions. ZipRecruiter estimates the average annual income for organizational development consultants at about $110,000.

Corporate Training and Development Roles

The skills gained through a Master of Education program can benefit you beyond the formal education sector. Corporate ​​training and development managers plan, coordinate, and direct programs designed to increase the skills and knowledge of a company’s staff. The U.S. Bureau of Labor Statistics reports a median annual income for training and development managers of about $125,000.

EdTech Opportunities 

EdTech refers to the hardware and software tools that help enhance classroom experiences and student outcomes. Roles mentioned previously—including instructional designer, curriculum specialist, and education consultant—all contribute to EdTech. Other potential opportunities include:

• E-learning specialists and developers collaborate with educators and curriculum designers to create digital learning content such as podcasts, e-books, digital flashcards, training videos, quizzes, and interactive videos. According to Glassdoor, e-learning developers earn an average salary of about $71,500.
• E-learning directors , or online learning directors, work with faculty and teaching staff to create, enhance, and facilitate e-learning opportunities for students. According to Glassdoor, e-learning directors earn an average salary of about $106,500.

Why Earn Your Online Master’s in Education at American University?

American University’s online Master of Education in Education Policy and Leadership prepares students with skills and knowledge to effect change at local, state, and federal levels. AU’s MEd degree curriculum is built around four domains to ensure students graduate ready to serve in leadership roles:

• The Washington, DC, network: Full-time faculty and expert practitioners in DC contribute policy, research, and school experience.
• Policy implementation: Special emphasis is placed on implementation and connecting policy to education practice.
• Practical experiences: Students apply skills learned in semester-long, field-based projects with DC education and policy organizations including project management, client relations, analytic design, and project presentation.
• Career support: Ongoing support for identifying career pathways and opportunities, such as career panels and one-on-one career counseling.

AU’s online curriculum combines flexible asynchronous content with a tight-knit community built through the cohort design. Students progress through the program together, taking the same courses and accomplishing program milestones as a group. 

Next Steps: Apply to the American University MEd in Education Policy and Leadership

Ready for the next step in your education career? Pursue a graduate degree in education to expand your professional opportunities and advancement. Contact an enrollment advisor to learn more about the Online Master of Education in Education Policy and Leadership at American University or start your application today.

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Master of Business AdministrationOnline MBA - Entrepreneurial Leadership

Develop the entrepreneurial and leadership skills to take your business to the next level.

Program Details

Mba entrepreneurial leadership overview.

Funnel your passion for growing businesses into an online MBA in Entrepreneurial Leadership from Campbellsville University. The concentration program, designed and constructed by entrepreneurs with experience in pursuing different business ventures, will prepare you to lead teams, collaborate with others in developing solutions, identify risk and take advantage of opportunities.

The Entrepreneurial Leadership concentration is structured to equip you with the leadership skills to push your business to the next level. The program's curriculum will prompt you to develop a solution-based approach to growing business. As a result, you'll refine your ability to locate potential opportunities and lead teams through the execution process.

The general MBA courses will also prepare your critical management, leadership and entrepreneurial skills. From the program's focus, you'll be able to maximize your earning potential as you gain a competitive edge. Additionally, because the program is 100% online, you'll maintain the flexibility to keep up with your professional and life commitments while you get your degree.

Accredited by the International Accreditation Council for Business Education (IACBE), the online MBA with a concentration in Entrepreneurial Leadership will equip you with the tools to advance your career and propel your business to new heights.

Online MBA Concentrations

• MBA Accounting
• MBA Church Management
• MBA in Computer Science
• MBA Healthcare Management
• MBA Information Technology
• MBA International Business
• MBA Marketing

The online MBA in entrepreneurial leadership is made up of a total of 36 credit hours. Nine of those credits are dedicated to the entrepreneurial leadership concentration track.

• ACC 601: Managerial Accounting
• BA 601: Marketing Management
• BA 602: Management Information Systems
• BA 611: Organizational Theory
• BA 614: Human Resource Management
• BA 616: Business Ethics
• BA 620: Managerial Finance
• BA 690: Business Strategy
• ECO 610: Managerial Economics
• BA 600: Entrepreneurship
• BA 617: Leadership
• BA 695: Entrepreneurial Leadership*

*Must be taken after completion of BA 600 and BA 617

Admissions Requirements

In order to apply to Campbellsville University's accredited online entrepreneurial leadership program, prospective students must submit or complete the following:

• Complete the online application
• Three reference letters, one being a professional reference
• Official college transcript with a minimum 2.5 GPA*
• Essay including a statement of professional goals

* Applicants with a 2.499 or lower cumulative GPA are welcome to apply. For applicants in this category, the completion of the GRE or GMAT exam is strongly recommended for admissions review.

• Costs & Financial Aid

The online MBA in entrepreneurial leadership costs $529 per credit hour. In order to help students afford their education, Campbellsville University's staff is available to work with students to discover available financial aid options.

Students can fill out the Free Application for Federal Student Aid (FAFSA) to find out what scholarships, grants, loans and payment plans are available for them. There are numerous options available, and not all financial aid is based on need.

View Financial Options

A maximum of 12 credit hours from a regionally accredited college or university can be transferred into this program.

Transfer My Credits

Campbellsville University is a military-friendly school and a proud member of the Yellow Ribbon program. Students who are currently serving at home or abroad or are veterans can further their education in a conducive online environment.

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Careers in Entrepreneurial Leadership

After completing the online MBA in Entrepreneurial Leadership, you'll be prepared to enter a variety of positions across industries. Some of these positions include:

• Sales Manager
• Financial Manager
• Chief Executive
• Training and Development Manager
• Property, Real Estate, and Community Association Manager

Why CU Online?

Focused on your growth.

Our well-rounded education in the arts and sciences is central to our goal of fostering your personal and professional growth.

Faith-Based Education

Founded in 1906 as a Christian university, we welcome diverse perspectives and prepare students to become Christian servant leaders.

Affordable and Convenient

Campbellsville seeks to provide an affordable education for its students. Our online degree programs are in a convenient format, so you can study whenever and wherever you want.

Accreditation

Campbellsville University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award certificates, associate, baccalaureate, master's and doctoral degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the status of Campbellsville University.

Benefits of Learning Online

Campbellsville University offers several dynamic online degrees so that students can continue their education and hone their skills. Campbellsville's online campus has been recognized as one of the best by numerous outlets. The institution's faculty members have real-world experience in their fields, so students can get a glimpse of working in their prospective career. Students can also conveniently fit online coursework into their busy schedules.

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