Artikel “Disentangling school leadership and its ties to instructional practices – an empirical comparison of various leadership styles”

This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood’s framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant.

The article was written by Marcus Pietsch and Pierre Tulowitzki. It’s available for download at School Effectiveness and Improvement.

Article “School Leadership and Curriculum: German Perspectives”

The article “School Leadership and Curriculum: German Perspectives” was published in the journal Leadership and Policy in Schools. Written together with Stephan Huber and Uwe Hameyer, the article looks at the role of school leadership vis-à-vis the curriculum. It presents empirical data on school leadership preferences, strain experience, and practices as to curriculum work. The discussion is linked to the international discourse on instructional leadership.

The article is available through the journal homepage.

Book “Educational Accountability – International perspectives on challenges and possibilities for school leadership”


Educational Accountability Front Cover

Educational Accountability: International perspectives on challenges and possibilities for school leadership provides an opportunity to assess, reflect on, and discuss current issues surrounding accountability policies in education from around the globe and the implications they hold for school leadership. It addresses the global trend of accountability policies expanding in scope to include the education profession as well as the increasing incidence of international policy borrowing, brought on chiefly by globalisation.

Edited by Jacob Easley and Pierre Tulowitzki.

Available where books are sold (for example Amazon) and via Routledge.

Article “The Development of Educational Leadership and Teaching Professions in Germany”

The article “The Development of Educational Leadership and Teaching Professions in Germany” was published in the Journal of Educational, Cultural and Psychological Studies (ECPS Journal). It is part of a special issue entitled “Leadership in Education: Policy Debates and Strategies in Action”.

In the article, the German school system is briefly introduced followed by a short overview of school leadership in Germany. Finally, challenges with regard to the professional development of teachers and school leaders in Germany are discussed. The article can be accessed here.

Article “Evaluations of 24 Educational Initiatives Analyzed” [written in German]

The Infonium 3/2014article “Evaluations of 24 Educational Initiatives Analyzed” has appeared in the Infonium 3/2014. It was written by Pierre Tulowitzki and Eveline Steinger.

The article discusses various steps of a meta analysis of evaluations of educational initiatives by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH or GIZ, a German company that specializes in international development.

The article can be downloaded for free  here.

Book “School Leadership And School Improvement In France” [written in German]

Schulleitung und Schulentwicklung in FrankreichHow do school principals work in France? What challenges do they face in their jobs? What role do they play when it comes to school improvement? What can we learn for our context?

These are some of the questions that are dealt with in this book. Pierre Tulowitzki studied how French school principals spend their work-time, when and how they deal with matters of school improvement and what phenomena occur in this context. Case studies in five secondary schools around Paris represent the foundation of his research.

Available where books are sold (for example at Amazon) and via Springerlink.

Book Chapter “Shadowing – learning from experienced colleagues” [written in German]

Jahrbuch Schulleitung 2014The chapter deals with the shadowing method and its usages in the context of pre-service as well as in-service training programs for school principals and teachers. This chapter was published in the Yearbook School Leadership (“Jahrbuch Schulleitung”) 2014, published by Carl Link Publishing.


The book is available for purchase here.

CIDREE Yearbook 2013

The conCIDREE Yearbook 2013tribution “Reflecting curriculum trends in Germany – A conceptual framework for analysis” (written together with Uwe Hameyer) was published in the CIDREE Yearbook 2013.

This contribution focuses on current curriculum trends in Germany. Additionally, a model that can help analzye and situate curricula, the curriculum triangle, is presented.

The ebook version of the CIDREE Yearbook 2013 is freely downloadable here. For more information, see