Leadership Effects on Student Learning Mediated by Teacher Emotions

Jingping Sun and Kenneth Leithwood
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Jingping Sun: Educational Leadership, Policy and Technology Studies, The College of Education, University of Alabama, P.O. Box 870302, 301 Graves Hall, Tuscaloosa, AL 35487, USA
Kenneth Leithwood: Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6, Canada

Societies, 2015, vol. 5, issue 3, 1-17

Abstract: School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

Keywords: school leadership; indirect influence; critical paths; student learning (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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