Do Supportive School Leaders Make a Difference in the Classroom?
Nurullah Eryilmaz
The latest UNESCO Global Education Monitoring Report focuses on leadership in education, the requirements of a good leadership and how they vary between countries and over time. For this report, we provided a background paper that seeks to understand the relationship between supportive school leadership and crucial outcomes, such as teacher job satisfaction and student achievement in mathematics and science.
Effective school leadership has long been acknowledged as central to the smooth operation of schools, with principals and administrators playing a key role in creating a supportive, structured environment. But how does this leadership influence teacher well-being and student success? To explore this, we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS), focusing on responses from eighth-grade teachers in 45 countries.
Our study examines how perceived leadership support in schools relates to teacher job satisfaction and student performance, especially in math and science. We found that while supportive leadership positively affects teacher morale, its impact on student achievement is complex—and sometimes even counterintuitive.
Key Findings
1. Leadership Support and Teacher Satisfaction. Teachers reported greater job satisfaction when they felt their school leaders were supportive, particularly when principals and administrators were seen as accessible and involved in curriculum and instruction. In these environments, teachers felt they had the resources and support they needed, which translated into higher job satisfaction across countries. This suggests that supportive school leadership plays a critical role in fostering a positive teaching environment.
2. Leadership Support and Student Achievement: An Unexpected Link. Interestingly, our study revealed that higher levels of perceived leadership support often correlated with lower student performance in math and science. This surprising finding raises questions about the dynamics at play. In some contexts, strong leadership support may be directed toward schools facing greater challenges, where resources are focused on assisting struggling students. Thus, it is possible that robust leadership support is a response to lower student achievement rather than a direct cause of it.
3. The Role of Safe and Orderly School Environments. We also highlighted the importance of a safe and orderly school climate. Teachers who felt their schools were safe and well-managed reported higher job satisfaction, which often aligns with a more productive learning environment. In many cases, a secure, structured setting correlated positively with student achievement, emphasizing the importance of fostering a stable environment for both teachers and students.
4. School Resources and Conditions. The availability of resources, like teaching materials and adequate workspaces, also influenced teacher satisfaction, although this varied across countries. This suggests that the impact of resources depends on the cultural and educational context of each country
What Do These Findings Mean for Schools?
Our findings suggest that while supportive leadership is vital for teacher well-being, its effect on student achievement is less direct. For policymakers and school leaders, this means that a focus solely on improving leadership support may not automatically translate into better student outcomes. Instead, schools could benefit from a more balanced approach that supports teachers while also prioritizing resources, instructional quality, and a safe learning environment.
Moreover, the unexpected link between supportive leadership and lower student achievement invites further investigation. This paradox suggests the need to examine the specific leadership actions in high-need schools. Future studies could explore whether certain leadership styles or interventions work better in different contexts or if consistent support leads to improved student performance over time. In summary, strong leadership support provides a foundation for teacher satisfaction, but transforming this support into improved student outcomes requires a nuanced understanding of school dynamics. For now, fostering a safe, well-resourced environment may offer the most effective pathway to achieving both teacher satisfaction and student success.
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