Summary of the scholarly article: “How school leadership practices relate to student outcomes: Insights

from a three-level meta-analysis

The article in focus, written by Cheng Yo Tan, Clive Dimmock, and Allan Walker 2021), seeks to make the
argument through insightful reasoning, that there is an intrinsic link between different school leadership
practices and the result they garner from the enrolled pupils. It seeks to incorporate this hypothesis into
meta analyses of the factor influencing student learning and performance.

Owing to the fact that “leadership practices is defined as what school leaders do to improve teaching
and learning in schools (Hitt and Tucker 2016)” the article suggest that there is merit in incorporating
practices such as, “instruction management, enhancement of teacher capacity, organizational
responsibility, and engagement of external stakeholders.”

The meta analyses approach posited in the article examines variables such as student learning,
moderating variables, and provide a framework/ methodology for analyzing the findings across the
studies done. The pertinent factors to consider when conducting studies include: calculating effect sizes,
publication bias, random effects models, limitations and results.

Overall, the intent of the meta analyses approach is to examine various influencing factors associated
with the types and quality of leadership a school provides and how the inversely influences student
function.