Abstract
The purpose of this study is to explore the relationship among school contextual indicators in Singapore, principal leadership in managing the secondary school's governance and work structures, and achievement outcomes. Already established is that the context may enable or constrain how the school as a workplace affects student learning. Less clearly understood, however, is how the principal may contribute to the link between the school's context and important school processes that influence student achievement. The results of the study are discussed in terms of their theoretical and practical significance.
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An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992. The author wishes to acknowledge the contribution of Poh Tin Kok, who collected the data used in the study.
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Heck, R.H. School context, principal leadership, and achievement: The case of secondary schools in Singapore. Urban Rev 25, 151–166 (1993). https://doi.org/10.1007/BF01137796
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DOI: https://doi.org/10.1007/BF01137796