ABSTRACT

School leaders play a critical and measurable role in shaping school eff ectiveness (Hallinger & Heck, 1998; Leithwood & Riehl, 2003; Leithwood & Seashore Louis, 2004; Mortimore, 1993; Scheurich, 1998; Waters, Marzano, & McNulty, 2003). In fact, principal leadership behaviors have been found to be second only to teacher eff ects in their impact on student learning. Although modeling school eff ects on student learning leaves a signifi cant share of student learning unexplained, about one quarter of the total school eff ects can be attributed to principal leadership (Hallinger & Heck, 1998; Leithwood & Seashore Louis, 2004).