This systematic review of the relationships between principal characteristics and student achievement was created for educators, administrators, policy-makers, and other individuals interested in a comprehensive catalogue of research on relations between principal characteristics and student achievement. It synthesizes what is known about associations between principal characteristics and student achievement; specifically it summarizes the studies, highlights the effects found by the studies, and describes the steps of the systematic review process used. Of the 52 studies included in the comprehensive review, only one used an experimental design, and a positive effect was found. An additional 38 quantitative and two mixed method studies provided evidence that some principal characteristics are positively correlated with student achievement. However, casual relationships could not be established. The remaining eleven qualitative studies mirrored the quantitative findings. Appended are: (1) Results of Previous Reviews and Meta Analyses; (2) Theoretical Frameworks; (3) Systematic Review Protocol; (4) Summary of the Search and Screening Process and Included Studies; and (5) Summary of the Findings.
ERIC DescriptorsAcademic Achievement, Administrator Behavior, Administrator Characteristics, Administrator Education, Administrator Responsibility, Administrators, Correlation, Data Analysis, Data Collection, Data Use, Effect Size, Instructional Leadership, Interpersonal Communication, Leadership Styles, Meta Analysis, Mixed Methods Research, Principals, Qualitative Research, School Districts, State Departments of Education, Statistical Analysis
Southeast | Publication Type: Descriptive Study | Publication
Date: January 2015