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Leithwood Kenneth & Jantzi Doris (2006). « Transformational School Leadership for Large-Scale Reform: Effects on students, teachers, and their classroom practices ». School Effectiveness and School Improvement, vol. 17, n° 2, juin, p. 201–227. 
Added by: Marie Gaussel (01 Jan 1970 01:00:00 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Leithwood2006
Categories: General
Keywords: leadership
Creators: Jantzi, Leithwood
Collection: School Effectiveness and School Improvement
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Abstract     
Using data from a larger 4-year evaluation of England’s National Literacy and Numeracy Strategies,
this study tested the effects of a school-specific model of transformational leadership on teachers
(motivation, capacities, and work settings), their classroom practices, and gains in student
achievement. Some 2,290 teachers from 655 primary schools responded to 2 forms of a survey
(literacy and numeracy) measuring all variables in our framework. Our measure of student
achievement was gains in the British government’s own Key Stage 2 tests over either 2 (numeracy)
or 3 (literacy) years. Path analytic techniques were used to analyze the several different versions of
the results. Results indicate significant effects of leadership on teachers’ classroom practices but not
on student achievement.
Added by: Marie Gaussel  
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