Validating the Learning-Centered School Leadership Framework for Predicting Student Achievement: Evidence From Meta-Analysis

Abstract

This study provides meta-analytic evidence supporting the validity of the Learning-Centered School Leadership Framework, as a whole and its core dimensions, in predicting student achievement. We conducted a meta-analysis on 208 effect sizes from 26 studies to estimate the direct and indirect effect sizes of the framework overall, as well as each of its seven dimensions. We also performed moderator analyses to assess the generalizability of predictive validity across school levels and locations. The results suggested that the framework overall successfully predicted student achievement, as reflected in direct effects (d = 0.249, SE = 0.064) and indirect effects (d = 0.218, SE = 0.051). Moderate to high direct and indirect effects were observed for the dimensions concerned with commitment and passion for school renewal, distributive and empowering leadership, coherent curricular programs, and real-time and embedded instructional assessment. Furthermore, moderator analyses revealed heterogeneity in effect sizes across studies. Differences in effect sizes of principal leadership were observed between urban and rural/suburban schools, but not between elementary and secondary schools. We extend previous work by further examining the predictive validity of the framework and assessing the generalizability across different settings through a meta-analysis.