A new report, commissioned by The Wallace Foundation, has found the strongest evidence yet of principals’ significant effects on student achievement. Learning from Leadership is the largest national study ever done, examining the effect of school and district leadership on student learning.

Principals exert the most influence by improving teachers’ motivation and working conditions, note researchers from the Universities of Minnesota and Toronto. Principals improve classroom practice by focusing the school on high expectations for student achievement and by providing teachers with relevant professional development and opportunities to collaborate.

But principals can’t do it alone: district administrators, assistant principals, parents, state policymakers and teachers all have important decision-making roles to play. Researchers found that district leaders had the greatest impact on student learning when they focused on developing the capacity of principals and teachers, as well as providing clear direction and supportive policies and conditions for school leaders.

It also finds that rapid turnover of principals reduces student achievement. In addition, the study shows that although the principal remains the central source of leadership in schools, he or she is far from the only source. Indeed, the highest performing schools operate by a “collective leadership” that involves many interested players – including parents and teachers – in decision-making.

Learning From Leadership: Investigating the Links to Improved Student Learning 

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