Abstract
School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this chapter 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 chapter 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 chapters also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.
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- 1.
Step 4 was not used in this study due to the limited numbers of the studies involved in the series of the meta-analyses in this review.
- 2.
Step 4 was not used in this study due to the limited numbers of the studies involved in the series of the meta-analyses in this review.
- 3.
We estimate the “extent” or impact by averaging effect sizes (i.e., in most cases, the correlational coefficients reported by the studies). If the effect sizes reported are in different nature, we will convert them into correlational coefficients when possible.
- 4.
While we use the phrase transformational leadership effects repeatedly throughout our descriptions of results, the relationships reported in this study are all correlational.
- 5.
The power indices calculated in this chapter were based on estimates of effects or impacts across multiple studies, many of which were unpublished. So these power indices may be different than those based on an original large-scale data set as used, for example, in Chap. 16.
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Sun, J., Leithwood, K. (2017). Leadership Effects on Student Learning Mediated by Teacher Emotions. In: Leithwood, K., Sun, J., Pollock, K. (eds) How School Leaders Contribute to Student Success. Studies in Educational Leadership, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-50980-8_7
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