School Leader-Teacher Interactions Influence on Students Learning: Evidence from 47 Countries

This study examines principal-teacher interactions and student achievement across 47 countries using PISA 2022 data (n = 244,401 students 19,502 principals). Three leadership profiles emerged: low, medium, and high interaction levels. Multilevel regressions show medium interaction improves scores (4.35 to 5.02 points), while high interaction leads to poorer outcomes (−2.47 to −3.07). Interaction effects reveal that socioeconomic benefits decline in high-intervention contexts; bullying and math anxiety negatively affect medium interaction but worsen at high levels. These findings suggest that increased intervention does not enhance learning, and balanced pedagogical leadership, emphasizing strategic interactions, better supports teachers and outcomes.