Finding the missing link: Do principal qualifications make a difference in student achievement?

Sedat GUMUS, Mehmet Şükrü BELLIBAŞ, Sedat ŞEN, Philip HALLINGER

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research. Copyright © 2021 The Author(s).

Original languageEnglish
JournalEducational Management Administration & Leadership
Early online dateDec 2021
DOIs
Publication statusE-pub ahead of print - Dec 2021

Citation

Gümüş, S., Bellibaş, M. S., Şen, S., & Hallinger, P. (2021). Finding the missing link: Do principal qualifications make a difference in student achievement? Educational Management Administration & Leadership. Advance online publication. doi: 10.1177/17411432211051909

Keywords

  • Principal qualifications
  • Principal experience
  • Principal preparation
  • Professional development
  • Student achievement

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