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 n = 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.
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.
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.
The article “Evaluation of GIZ education projects”, written by Pierre Tulowitzki and Alexander Erich, has been published in D+C.
It reports on findings from a meta-evaluation of more than 20 project evaluations from the educational sector of the GIZ.
The article is available here (html) and here (PDF).
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.
The article “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.
This book was written with the assistance of Pierre Tulowitzki. It describes how teachers’ competences and their capacity to lead can be developed during each phase of their career.
The book can be ordered free of charge at https://www.sdw.org/leadership-lehrerbildung/beitraege-zur-bildung. It can be downloaded for free here.
How 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.
The 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.
The contribution “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 www.cidree.org.