Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

The present study critically evaluates whether school leadership influences student learning homogenously regardless of school contexts. It examined relationships between four principal leadership variables (envisioning, instructional management, promoting professional development, empowerment) and two types of student outcomes (enjoyment in learning science, science achievement) in different school contexts [in terms of the availability of...