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The Principal’s Role in School Effectiveness: An Assessment of Methodological Progress, 1980–1995

  • Chapter
International Handbook of Educational Leadership and Administration

Part of the book series: Kluwer International Handbooks of Education ((SIHE,volume 1))

Abstract

There is relatively little disagreement in either lay or professional circles concerning the belief that principals play a critical role in the lives of teachers, students and schools. This belief has led to considerable research into the nature of principals’ work, attitudes, values, thought processes, and behaviour (Leithwood, Begley & Cousins, 1990, 1992). When consulting the empirical literature, however, both the nature and degree of principal impact continue to be subject to debate (e.g., Pitner, 1988; Rowan, Dwyer & Bossert, 1982; van de Grift, 1990).

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Author information

Authors and Affiliations

  1. Vanderbilt University, USA

    Philip Hallinger & Ronald H. Heck

  2. Chiang Mai University, Thailand

    Philip Hallinger & Ronald H. Heck

  3. University of Hawaii, Manoa, USA

    Philip Hallinger & Ronald H. Heck

Authors
  1. Philip Hallinger
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  2. Ronald H. Heck
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education, Canada

    Kenneth Leithwood  & David Corson  & 

  2. University of Western Australia, Australia

    Judith Chapman

  3. Vanderbilt University, USA

    Philip Hallinger

  4. University of Utah, USA

    Ann Hart

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Hallinger, P., Heck, R.H. (1996). The Principal’s Role in School Effectiveness: An Assessment of Methodological Progress, 1980–1995. In: Leithwood, K., Chapman, J., Corson, D., Hallinger, P., Hart, A. (eds) International Handbook of Educational Leadership and Administration. Kluwer International Handbooks of Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1573-2_22

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  • DOI: https://doi.org/10.1007/978-94-009-1573-2_22

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