Abstract
The research aimed to establish how much variation in pupil outcomes is accounted for by school leadership. The study also looked at determining the relative impacts of the direct and indirect influences of school leadership, upon teachers and pupils' outcomes. Analysis of national pupil attainment data identified three groups of schools which had made sustained improvements in academic outcomes but from different starting points. Questionnaires from a sample of heads and staff in these schools and twenty detailed case studies were used to address the research aims.
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