An Investigation of the Impact of Leadership Practices on Student Learning and Development Outcomes in Singapore Schools

Project Number
OER 23/14 JG

Project Duration
February 2015 - December 2017


This proposed study not only builds on our previous MOE funded baseline study on school leadership and organization change (OER CD 3/10), it is also one part of a larger proposed programmatic study on Leadership and School Organization. The purpose of the programmatic proposal study is to investigate the relationships between school leadership practices, teacher and organizational capacities, and student learning and development in a Singapore context. This study builds on the previous MOE funded baseline study on school leadership and organization change (OER CD 3/10). It comprises THREE (3) separate projects covering FOUR (4) keys areas of leadership practices: (i) Instructional Leadership, (ii) Distributed Leadership, (iii) Teacher Leadership, and (iv) School Culture. STAGE ONE involves examining how the FOUR (4) areas of leadership practices affect teacher and organizational capacities (i.e., Teachers' perceived teaching & learning competencies (i.e., Curriculum, Pedagogy, Instruction, Assessment & Student Learning); Perceived job satisfaction; Perceived staff engagement; Perceived organizational commitment; Perceived capacity building and Perceived leadership effectiveness). Data will be collected from Principals, Vice-principals, Key Personnel and Teachers. This current research proposal comes in at STAGE TWO. In this stage, we will examine how leadership practices in the FOUR (4) areas of leadership practices affect student learning outcomes in (i) Primary 5 Mathematics and (ii) Primary 5 English Language; as well as (iii) students' (nonacademic related outcomes) motivation, engagement, and psychological capital (i.e., confidence, optimism, hope and resilience). The measures of variables from the FOUR (4) areas of leadership practices obtained in the STAGE ONE two separate studies will be used as covariates or predictors for the multi-level analyses (i.e., Hierarchical Linear Modeling) on student outcomes. All measures will be validated and calibrated using Rasch analysis. Student growth performance in Mathematics and English will be measured over three time points using Rasch calibrations and test equating techniques (i.e., common persons equating). Also of interest to this study is to examine the relationships between the FOUR (4) areas of leadership practices across principals, vice-principals, key personnel and teachers.

Funding Source

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