Abstract
Principal leadership plays a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment. Effective school leadership is essential to improve the efficiency and equity of schooling. This issue offers important articles that principals will find valuable in pursuit of becoming more accomplished and skillful.
Research on school leadership has shown that a principal's influence on student achievement is indirect and significant. In the lead article, Hallam, Wright, and Bowles explore how principals who have been rated as distinguished on the Vanderbilt Assessment of Leadership in Education describe their leadership actions and behaviors in the context of the six key processes of learning-centered leadership. Findings reveal that the key processes of supporting and implementing were referred to most frequently by participants. In addition, four new self-identified themes emerged from the data. Several examples in which leaders applied key processes of learning-centered leadership to positively influence the core components of learning-centered schools are presented.
Recent studies show that the mental health of children is becoming a major consideration in schools across the country. However, research shows that a lack of mental health knowledge contributes to the existence of mental health stigma among students. In the second article, Teahon, Feusner, Meyer, Ohmstede-Schmoker, Tillman, and Hof explore the area of mental health stigma specifically related to school principals. Results indicate that a principal's perception of mental health impacts their willingness to support students and differs based on gender and current school building level. The researchers conclude that more professional development is needed for school leaders so that the growing mental health needs of students can be better addressed.
Increasing the high school graduation rate is a top priority for education. In the third article, Zheng, Gao, Shen, Johnson, and Krenn examine the factors associated with on-time high school graduation. Conducting a meta-analysis, the authors aggregated data in four dimensions: student background, family support, school program and support, and school climate. Findings focused on school-related practices, policies, and programs that had statistically significant positive or negative effects on on-time graduation. Several implications of these findings are discussed.
Research suggests that a lack of literacy skills is a leading factor contributing to a student dropping out of high school. In the final article, researchers Venghaus, Pilgrim, Morton, and Rex examine administrators’ perspectives of implementing literacy interventions within a multitiered system of support, such as RtI (Response to Intervention). Findings provide insight into ways administrators can implement targeted and systematic levels of intervention along with campus-wide culture-building necessities and change factors. Several recommendations are presented that will help principals influence the changes needed in RtI to prevent the academic failure of struggling students.
Principals and school district leadership will find these articles thought-provoking and enlightening. Important concerns and issues are discussed that inform principals’ essential work in improving schools. Each article is a “must read”!