School Leadership towards Success

Previous studies have attempted to define the concepts, models and practises that characterize the effect of leadership in educational outcomes. Several contemporary leadership theories have come up as a result. According to Davies and Ellison (2001), the distributional and transformational leadership theories are examples of such theories.

These two theories have been discussed by many scholars in an attempt to draw an understanding on the nature of school leadership and how it affects learning and teaching in schools. They also create a link between the leaders and the teachers themselves with an attempt of establishing the student outcomes that is derived from this relationship.

Though the study on effective leadership based on these theories have not been concluded, it is evident that school leaders have a big role to play. Student performance is therefore attributed to the influence impacted through effective leadership.

Successful school leaders give support and knowledgeable instructions to the teachers, a practise that develops their inner intellectual powers. In addition, they also implement an effective organization model that helps them strike a balance in their competitive roles.

The studies on educational leadership draws a clear conclusion that school leaders requires to be actively involved in the institution’s learning and instructional programs. Principals need to balance the instructional and pedagogical roles together with their managerial roles to ensure exemplary student performance.

The main goal in any learning institution is assuring parents and the society in general that their children are receiving quality education. Though managerial and compliance accountability roles play a big role in running a school, student performance should be made the core business, a concept that is ignored by many school leaders. (Contributed article)