Year: 2025
Type: article
Abstract: This paper systematically reviews the research progress on the impact of educational leadership on student academic achievement.The review finds that the theoretical connotation of educational leadership has continuously evolved, shifting from an early focus on formal leaders (e.g., principals) to emerging perspectives emphasizing distributed leadership, teacher leadership, and learning-centered instructional leadership.Teacher leadership, as a vital branch of educational leadership, has become a research hotspot, with studies exploring its structural connotations (e.g., self-leadership, student development, professional community, school development, family education leadership), developmental characteristics (process-oriented, contextual), and enhancement pathways (empowerment, course development, practical transformation).Regarding the relationship between educational leadership and academic achievement, research indicates that the influence is indirect and complex: educational leadership (e.g., instructional leadership, teacher curriculum leadership, distributed leadership) affects students' learning attitudes, motivation, emotions, and strategies through mediating variables such as school culture, teacher motivation and behaviors, teaching strategies, curriculum implementation, technology application, and resource sharing, ultimately impacting academic achievement.Existing research primarily employs empirical methods (combining qualitative and quantitative approaches), yet exhibits limitations including insufficient and inconsistent empirical evidence, low ecological validity, lack of research on dynamic interactions and synergistic effects, and inadequate exploration of cultural factors.Future research should focus on the mechanisms of specific leadership types (e.g., teacher leadership, distributed leadership), adopt mixed methods, pay attention to contextual differences, and explore the dynamic interactions among leadership, teaching practices, student states, and academic achievement.
Source: Aussie-Sino Studies
DOI: 10.64210/dukv5782
Author: Yijun Chang
Institution: Sehan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4412465896