There is a paradoxical difference between evidence showing an indirect and sometimes weak relationship between leadership and student outcomes (Heck & Hallinger, 2009; Marks & Printy, 2003; Urick & Bowers, 2014) and the expectations of policymakers and the public that leaders can fix failing schools (Robinson, Lloyd, & Rowe, 2008). Explaining this difference has been a significant focus of
... [Show full abstract] leadership scholars over the last forty years, who have proposed a variety of models to understand who exercises leadership in schools, how they exercise that leadership, and how that leadership affects students (Hallinger, 2013). Models by themselves do not, however, describe the what and how of leadership practice: which practices of leadership are effective and, in particular, the link between these factors and theories of school improvement.