Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three central findings: (1) we find direct evidence of the relationship between principal behaviors and student achievement (0.08–0.16 SD), teacher well-being (0.34–0.38 SD), teacher instructional practices (0.35 SD), and school organizational health (0.72–0.81 SD); (2) we highlight the importance of principal behaviors beyond instructional management as potential tools to improve student achievement outcomes; and (3) the preceding findings are based almost entirely on observational studies because the causal evidence base on school leadership behaviors is nonexistent. We argue our findings suggest value in investing in school leadership capacities. We conclude by discussing opportunities to improve the quality of future research examining the relationship between principal behaviors and student, teacher, and school outcomes.

中文翻译：

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校长行为对学生、教师和学校成果的影响：实证文献的系统回顾和元分析

校长被认为是改善学校教学条件的关键角色；然而，对于校长应该投入时间和精力来改善结果的领导力战略知之甚少。我们回顾了 51 项关于校长行为和学生、教师和学校成果的研究的实证文献，并对这些关系进行了元分析。我们的分析有三个核心发现：(1) 我们发现了校长行为与学生成绩 (0.08-0.16 SD)、教师幸福感 (0.34-0.38 SD)、教师教学实践 (0.35 SD) 之间关系的直接证据，以及学校组织健康（0.72-0.81 SD）；(2) 我们强调教学管理之外的主要行为作为提高学生成绩的潜在工具的重要性；(3) 上述发现几乎完全基于观察性研究，因为基于学校领导行为的因果证据不存在。我们认为我们的研究结果表明投资于学校领导能力的价值。最后，我们讨论了提高未来研究质量的机会，这些研究检查了校长行为与学生、教师和学校成果之间的关系。