Between schools, principal leadership has small positive indirect relationships with test-score gains and GPA through the learning climate and classroom instruction¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The indirect relationship of principal leadership with EPAS gains and GPA via learning climate and classroom instruction is significant between schools. → James Sebastian and Elaine Allensworth 2012
Evidence¶
James Sebastian and Elaine Allensworth 2012¶
James Sebastian and Elaine Allensworth. (2012). The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning. Educational Administration Quarterly, 48(4). https://doi.org/10.1177/0013161X11436273
q2 · i? · associational · r2
Between-school SEM panels predicting school-adjusted EPAS gains (standardized coefficient 0.16, p < .01) and GPA (standardized coefficient 0.21, p < .05), with school-specific estimates from HLMs controlling for student background and prior test scores, in 99 Chicago high schools. No effect size beyond these path coefficients is printed.
"Again, it is only the indirect relationship of principal leadership via the school learning climate and classroom instruction that is significantly related to GPA and EPAS outcomes. Leadership has small, positive indirect relationships with test scores (EPAS gains) as well as GPAs through the school learning climate."
Discussion¶
Related Claims¶
- Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — the general claim this finding bears on, with the studies behind it
- Principal effects on student achievement are largely indirect, mediated through school organizational processes — a broader claim this one bears on
- School learning climate is the only process through which high school leadership accounts for differences across schools in instructional quality and achievement — related
- Within schools, principal leadership relates to individual teachers' instruction through multiple pathways, with the strongest via program quality (professional development and coherence) — related
- Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding — related
- Principal support for Grow predicts teacher Grow use above and beyond teacher demographics and technology factors — related
- Within schools, principal leadership shows a negative direct relationship with classroom academic demands net of mediating factors — related
- Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
leadership-achievement-between-schools-via-climate |
title |
Between schools, principal leadership has small positive indirect relationships with test-score gains and GPA through the learning climate and classroom instruction |
description |
Between schools, principal leadership has small positive indirect relationships with test-score gains and GPA through the learning climate and classroom instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-sebastian-and-elaine-allensworth-2012 |
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