Day (2020) emphasized the growing interest in system leadership in recent years, particularly
regarding the expanding body of international literature on school leadership, especially in low-
income contexts. The review underscores that while effective school leadership is crucial for
improving schools, it is not sufficient on its own for success. Leadership impacts school
organization, culture, and teachers, with indirect effects on student outcomes. These outcomes
are often mediated through improvements in the organizational environment, school culture, and
teaching practices. The review identifies three key leadership concepts: transformational
leadership, pedagogical/instructional leadership, and distributed leadership. Among these,
pedagogical/instructional leadership, which focuses on enhancing teaching and learning, is
highlighted as particularly influential in improving academic outcomes. However, the review
concludes that these leadership concepts are not mutually exclusive, and their impact is best
achieved through a blend of values-driven and context-sensitive strategies. Successful school
improvement, according to the review, also requires attention to broader student outcomes such
as behavior, engagement, attendance, and motivation, in addition to academic performance.
Ultimately, the role of school leaders—whether at the level of individual schools or multi-
academy trusts—is central in setting direction, fostering a positive school culture, and supporting
both staff and students in ways that lead to sustained success.
Tonich (2021) examined the influence of school head leadership abilities on school
performance, both directly and indirectly through the school’s organizational culture. This study
used a quantitative survey design, focusing on 350 school principals in Palangka Raya City,
Indonesia, to assess their leadership abilities, school culture, and performance. The results
revealed that a principal's leadership directly influences school performance, and this effect is
further mediated by the school’s organizational culture. However, the study found that the direct
impact of leadership on school performance was stronger than its indirect effect through
organizational culture. This suggests that while a positive school culture is important, leadership
itself plays a more immediate and potent role in improving school outcomes.
McBayer (2020) explored the relationship between instructional leadership practices and the
leadership self-efficacy of school leaders. The study aimed to understand how principals’
involvement in instructional leadership tasks contributes to their perceived effectiveness,
controlling for years of experience. A survey methodology was employed with 100 principals
and assistant principals from public schools in the southeastern United States. The findings
indicated that practices such as supervising and evaluating instruction and monitoring student
progress were significant positive predictors of leadership self-efficacy. While coordinating
curriculum was also an important task, it did not reach the same level of significance. The study
highlights the importance of instructional leadership practices in boosting principals’ confidence
and their ability to lead school improvement efforts. The findings suggest that professional
development focused on these practices could enhance leadership effectiveness, ultimately
contributing to improved school outcomes.
These studies collectively emphasize that effective school leadership is multifaceted, involving
instructional, organizational, and pedagogical strategies, all of which play critical roles in
fostering school improvement. While leadership practices directly impact school performance,
their effects are also mediated by school culture, teacher engagement, and broader student
outcomes. This highlights the complexity of leadership in contemporary educational settings and
reinforces the idea that leadership is not a one-size-fits-all approach but requires a nuanced
understanding of context and strategies tailored to specific school needs.
