1. School leadership has a significant effect on features of the school organization which positively influences the quality of teaching and learning. While moderate in size, this leadership effect is vital to the success of most school improvement efforts.
2. Almost all successful leaders draw on the same repertoire of basic leadership practices.
More precisely, Leithwood, Harris and Hopkins (2019) identify 21 practices related to 4 different domains of leadership:
3. The ways in which leaders apply these basic leadership practices--not the practices themselves--demonstrate responsiveness to, rather than dictation by, the contexts in which they work.
More precisely, the authors insist on the importance of the following contexts:
4. School leadership improves teaching and learning, indirectly and most powerfully, by improving the status of significant key classroom and school conditions and by encouraging parent/child interactions in the home that further enhance student success at school.
Leithwood, Harris and Hopkins (2019) identify four pathways through which leaders can improve their school:
5. School leadership can have an especially positive influence on school and student outcomes when it is distributed.
6. Some patterns of distribution are more effective than others.
Although effective patterns will vary by school, the researchers point out that:
7. While further research is required, a well-defined set of cognitive, social and psychological ‘personal leadership resources’ show promise of explaining a high proportion of variation in the practices enacted by school leaders.
These “Personal Leadership Resources” include:
Reference: Leithwood, Harris and Hopkins, “Seven Strong Claims About Successful School Leadership Revisited”, School Leadership and Management, 2019.