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Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China

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  • Dan Chen
  • Bo Ning
  • Wilfried Bos

Abstract

This article explored the different clusters of leadership styles and the relationship between principal leadership style and student academic achievement in domains of mathematics, reading, science, and collaborative problem-solving in Germany and China. We used PISA 2015 data covering 6,504 students and 256 school principals from German schools and 9,841 students and 268 school leaders from Chinese schools. Results identified three leadership styles in Germany, namely, transformational (23.4%), instructional (41.3%), and integrated (35.3%) leadership, and two leadership styles in China, namely, transformational (38.6%) and instructional (61.4%) principals. Principals with instructional and integrated leadership had higher student achievements in Germany, whereas only principals with transformational leadership had slightly higher student achievements in China. Moreover, three leadership styles in Germany and two in China showed their relationships with each domain of student achievement. In conclusion, principals in Germany and China had different priorities in leading schools. The differences that principal leadership made on student achievements highlighted the differences in principals’ situational context and leading characteristics between Germany and China.

Suggested Citation

  • Dan Chen & Bo Ning & Wilfried Bos, 2022. "Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China," SAGE Open, , vol. 12(2), pages 21582440221, May.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221094601
    DOI: 10.1177/21582440221094601
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    References listed on IDEAS

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    1. Jakob Edler & Stefan Kuhlmann, 2008. "Coordination within fragmentation: Governance in knowledge policy in the German federal system," Science and Public Policy, Oxford University Press, vol. 35(4), pages 265-276, May.
    2. Hanushek, Eric A. & Link, Susanne & Woessmann, Ludger, 2013. "Does school autonomy make sense everywhere? Panel estimates from PISA," Journal of Development Economics, Elsevier, vol. 104(C), pages 212-232.
    3. Wang, Ying & Chan, Raymond K.H., 2015. "Autonomy and control: The struggle of minban schools in China," International Journal of Educational Development, Elsevier, vol. 45(C), pages 89-97.
    4. Alexandra Schwarz & Stefan Brauckmann, 2015. "Between facts and perceptions: The area close to school as a context factor in school leadership," Schumpeter Discussion Papers SDP15003, Universitätsbibliothek Wuppertal, University Library.
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    1. Thomas Odongo Ololo & Dr. Mary Anyango Onditi & Dr. Benard Mwebi, 2024. "Influence of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 975-1004, May.
    2. Thomas Odongo Ololo & Dr. Mary Anyango Onditi & Dr. Benard Mwebi, 2024. "Influence of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 975-1004, March.

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