Leadership Quality and Its Impact on Quality of Teaching and Academic Achievements of Students in the Post-Pandemic Period
Keywords:teaching, leadership, education, pandemic, student, teacher
Effective leadership in education makes a significant difference in improving classroom learning. What is much less clear and studied is the impact that school leadership has on the quality of teaching and on students' academic achievement. A growing number of school leaders are paying attention to data showing that expert teachers are the real leaders who hold the key to student achievement. But these leaders at the administrative level face a difficult challenge: how to identify, attract and retain a staff of expert teachers who can help redesign and lead even the most challenging schools. The purpose of this study will be to examine the effects of leadership on the quality of teaching, student achievement, and sustainable school success. There is still much to explore about the importance of effective leadership in schools, how to reap its benefits, and how to ensure that we do not continue to reject good leaders because of bad systems. Especially when we think of leadership in formal administrative roles, the greater the challenge the greater the impact of their actions on learning. While various studies show that there are significant effects of leadership actions on student learning across the school spectrum, other existing studies also show that the demonstrated effects of successful leadership are significantly greater in schools that are not in difficult socio-economic circumstances. Especially in the post- pandemic period from which education and educational institutions emerged highly affected in terms of quality, it is important to understand the value of changing or enhancing leadership skills, and above all of reforming them as part of their efforts. for improvement or as part of school reconstruction and the impact of leadership on the quality of teaching and on students' academic achievement.
Received: 10 January 2022 / Accepted: 21 March 2022 / Published: 30 March 2022
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