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Leadership Effects on Student Learning Mediated by Teacher Emotions

by Jingping Sun 1,*,† and Kenneth Leithwood 2,†
1
Educational Leadership, Policy and Technology Studies, The College of Education, University of Alabama, P.O. Box 870302, 301 Graves Hall, Tuscaloosa, AL 35487, USA
2
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6, Canada
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Academic Editor: Gregor Wolbring
Societies 2015, 5(3), 566-582; https://doi.org/10.3390/soc5030566
Received: 24 March 2015 / Revised: 7 May 2015 / Accepted: 15 June 2015 / Published: 29 June 2015
(This article belongs to the Special Issue How School Leadership Influences Student Learning)
School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership. View Full-Text
Keywords: school leadership; indirect influence; critical paths; student learning school leadership; indirect influence; critical paths; student learning
MDPI and ACS Style

Sun, J.; Leithwood, K. Leadership Effects on Student Learning Mediated by Teacher Emotions. Societies 2015, 5, 566-582.

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