The effects of principals' characteristics on student achievement

The effects of principals' characteristics on student achievement
 
As the Florida Department of Education prepares to revise its principals' training, certification, and evaluation process, the Department has partnered with REL Southeast to review research on the effect of principals' characteristics on student achievement. Researchers categorized "principal characteristics" as relating to a principal's experience, behaviors, or beliefs and leadership styles.
Reviewers examined more than 800 studies published between 2001 and 2012, of which only 52 met inclusion criteria. The review found mixed results for all categories. However, there were several principal behaviors associated with improved student achievement, all of which showed an indirect influence on students. These were:
  • Providing feedback to teachers about their classroom performance
  • Protecting instructional time
  • Promoting high standards for learning
  • Supporting teacher professional development
  • Using data to make decisions
  • Establishing positive, professional relationships within the school
Only one study reviewed was a randomized control study addressing the relationship between principal characteristics and student achievement. It found that eighth graders randomly assigned to converse with their principals about upcoming state tests had higher state ELA scores than the control group who didn't have such conversations.
 
Authors discuss how this data may be used to determine why some principals are so effective. In particular, it can inform the structure of principal preparation programs and help principals understand which parts of their jobs influence student achievement.

Johns Hopkins University 

Research in Brief

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