A Meta-Analysis for Principal Leadership Studies
Principal leadership refers to the expertise by which the principal integrates educational philosophies into the school’s organizational culture and provides guidance to faculty. Through their leadership, principals motivate faculty, boost team morale, and enhance school effectiveness. This study examined a purposive sample of 26 quantitative empirical studies on principal leadership that were included in the Taiwan Social Sciences Citation Index between 2007 and 2017. The meta-analysis method introduced in Rosenthal’s (1991) work was applied to examine the studies’ individual effect sizes (r) and mean effect size. The results indicated that with significant homogeneity of variances, the effect sizes were 0.48 for personality traits, 0.51 for leadership behaviors, and 0.50 for school effectiveness. These figures reveal moderate-to-large effect sizes, suggesting that principal leadership is positively correlated with personality traits, leadership behaviors, and school effectiveness. Therefore, principals are advised to apply leadership qualities (e.g., robust communication skills, ability to create positive atmosphere, charisma, integrity, and virtues) and exhibit extrinsic behaviors (e.g., ensuring positive communication, demonstrating high initiating and high consideration, showing foresight and creating visions, providing contingent rewards, engaging in virtuous and moral leadership, and expressing respect and empathy) to encourage organizational citizenship behaviors in faculty, enhance the school’s competitiveness, and optimize its organizational effectiveness.
|關鍵詞||校長領導、統合分析、領導行為、學校效能、principal leadership、meta-analysis、leadership behavior、school effectiveness|