How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools

Allan David Walker, Moosung Lee, Darren A. Bryant

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.

Original languageEnglish
Pages (from-to)602-628
Number of pages27
JournalSchool Effectiveness and School Improvement
Volume25
Issue number4
DOIs
Publication statusPublished - 2014 Oct

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academic achievement
Hong Kong
secondary school
leadership
school
student
quality assurance
staff
regression
responsibility
communication
management
resources

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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