Day (2020) emphasized the growing interest in system leadership over the last five years, which
includes a reflection on the expanding body of international literature related to school
leadership, particularly in low-income contexts. The review highlights that while effective school
leadership is crucial for improving schools, it alone is not sufficient for success. Leadership
affects school organization, culture, and teachers, with indirect impacts on student outcomes.
These outcomes are often mediated through improvements in the organization, culture, and
teaching environment. The review particularly notes three leadership concepts: transformational,
pedagogical/instructional, and distributed leadership. Pedagogical/instructional leadership, which
focuses on improving teaching and learning, is shown to be particularly important for enhancing
academic outcomes. However, the review concludes that these leadership concepts are not
mutually exclusive, and their impact is best realized through a combination of values-driven,
context-sensitive strategies. Successful school improvement involves addressing broader
outcomes, such as student behavior, engagement, attendance, and motivation, in addition to
academic performance. The role of school leaders, whether at the level of multi-academy trusts
or individual schools, is vital in setting direction, fostering a positive school culture, and
supporting staff and students in ways that lead to sustained success.
Tonich (2021) examined how school head leadership abilities impact school performance, both
directly and indirectly through the school’s organizational culture. The study used a quantitative
approach with a survey design, focusing on 350 school principals in Palangka Raya City,
Indonesia, to assess their leadership abilities, school culture, and performance. The results
indicated that a principal's leadership directly influences school performance, and this effect is
further mediated by the school’s organizational culture. However, the study found that the direct
influence of leadership on school performance is stronger than the indirect effect through
organizational culture. This suggests that while a positive school culture is important, leadership
itself plays a more immediate and powerful role in improving school outcomes.
McBayer (2020) explored the relationship between instructional leadership practices and the
leadership self-efficacy of school leaders. The study aimed to understand how principals’
engagement in instructional leadership tasks contributes to their perceived effectiveness,
controlling for years of experience. Using a survey methodology with 100 principals and
assistant principals from public schools in the southeastern United States, McBayer found that
practices such as supervising and evaluating instruction and monitoring student progress were
significant positive predictors of leadership self-efficacy. Coordinating curriculum was also
important but did not reach the same level of significance. The study highlights the importance
of instructional leadership practices in enhancing principals’ confidence and ability to lead
school improvement efforts. The findings suggest that professional development focused on
these practices could strengthen leadership effectiveness, ultimately contributing to improved
school outcomes.
These studies collectively reinforce the idea that effective school leadership is multifaceted, with
instructional, organizational, and pedagogical strategies all playing essential roles in fostering
school improvement. While leadership practices directly influence school performance, their
effects are also mediated by school culture, teacher engagement, and broader student outcomes,
highlighting the complexity of leadership in contemporary educational settings.
