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Much is left to be known regarding the impact of school principals on student achievement. This is because much of the research on school leadership focuses not on actual student outcomes but rather on other peripheral results of principal practices. In the research that has been done in this area, significant relationships have been identified between selected school leadership practices and student learning, indicating that evidence existed for certain principal behaviors to produce a direct relationship with student achievement. Further, although these relationships typically account for a small proportion of the total student achievement variability, they are of sufficient magnitude to be of interest and additional investigation. Actions taken to better understand and improve the impact of principals on the achievement of students in their schools have the potential for widespread benefit, as individual improvements in principal practice can impact thousands of students. It is in this light that potential direct effects of principal practices should be revisited.
Nettles et al. (Tue,) studied this question.