How Achievement Outcomes Impacted by School Leadership Approaches in Artificial Intelligence Era
DOI:
https://doi.org/10.5281/zenodo.18975430Keywords:
Affiliative leadership approach, instructional leadership approach, achievement outcomes.Abstract
The study aimed to investigate the impact of school affiliative and instructional leadership approaches on achievement outcomes in the artificial intelligence era. The quantitative approach was the method used in the empirical study. A structured questionnaire and a random sample of respondents were used. Affiliative leadership explained 4.3% of the negative variance in achievement outcomes, as per students, and 34.3% of the positive variance, as per principals. The instructional leadership explained 29.5% of the positive variance in achievement outcomes, according to students, and 26.8% of the positive variance, according to principals.
References
Bello, S., Ibi, M. B., & Bukar, I. B. (2016). Principals' Administrative Styles and Students' Academic Performance in Taraba State Secondary Schools, Nigeria. Journal of Education and Practice, 7(18), pp. 62–69.
Brvenik-Estrella, M. (2013). School Administration Leadership approach and Academic Achievement: A Case Study. ProQuest LLC, Ed.D. Dissertation, University of Phoenix.
Bush, T., & Glover, D. (2016). School Leadership in West Africa: Findings from a Systematic Literature Review. Africa Education Review, 13(3-4), pp. 80–103.
Chen, Yi-G., Cheng, J.-N., & Sato, M. (2017). Effects of School Principals' Leadership Behaviors: A Comparison between Taiwan and Japan. Educational Sciences: Theory and Practice, 17(1), pp. 145–173.
Chow, A. (2013). Managing Educational Change: A Case of Two Leadership Approaches. International Journal of Leadership in Education, 16(1), pp. 34–54.
Ciotti, K., Shriner, M., & Shriner, B. (2019). Leadership for Indigenous Education: Culture-Based Communication and the Impact on Student Achievement in Hawaii. Journal of International Education and Leadership, 9(2).
Gyasi, R. S., Xi, W. B., & Owusu-Ampomah, Y. (2016). The Effect of Leadership approaches on Learners' Performance. The Case of Asonomaso Nkwanta in the Kwabre District Assembly of Ashanti Region in Ghana. Journal of Education and Practice, 7(29), pp. 8–17.
Hardman, B. K. (2011). Teachers' Perception of Their Principal's Leadership approach and the Effects on Student Achievement in Improving and Non-Improving Schools. ProQuest LLC, Ed.D. Dissertation, University of South Florida.
Harnish, D. A. (2012). Principals' Leadership approaches and Student Achievement. ProQuest LLC, Ed.D. Dissertation, Walden University.
Jackson, J. C. (2013). Principal and Teacher Beliefs about Leadership Implications for Student Performance. ProQuest LLC, Ed.D. Dissertation, University of Arkansas.
Karadag, E., & Oztekin-Bayir, O. (2018). The Effect of Authentic Leadership on School Culture: A Structural Equation Model. International Journal of Educational Leadership and Management, 6(1), pp. 40–75.
Katewa, E., & Heystek, J. (2019). Transformational and Distributed Self-Leadership for School Improvement: Experiences of Schools in the Kavango Region. Africa Education Review, 16(2), pp. 69–89.
Magee, I. D. (2012). Leadership approaches and School Performance: Is There a Gender Difference in Expectations for Teachers? ProQuest LLC, Ph.D. Dissertation, The University of Southern Mississippi.
Matson, B. D. (2018). A Study of Teachers' and Principals' Beliefs about Leadership Behaviors in Relation to School Performance. ProQuest LLC, D.Ed. Dissertation, Indiana University of Pennsylvania.
Mayes, E., & Gethers, K. (2018). Instructional leadership : Creating a Learning Culture in an Age of Accountability. AASA Journal of Scholarship & Practice, 15(3), pp. 12–31.
Moreno, R. (2009). The Relationship between the Leadership approaches of Texas Catholic High School and Middle School Principals and Student Performance. ProQuest LLC, Ph.D. Dissertation, Our Lady of the Lake University.
Munir, F., & Khalil, U. (2016). Secondary School Teachers' Perceptions of Their Principals' Leadership Behaviors and Their Academic Performance at Secondary School Level. Bulletin of Education and Research, 38(1), pp. 41–55.
Ogbonna, S. C. (2017). Factors beyond Instruction That Impact School Performance: Leadership Practices and School Culture in High Achieving and Low Achieving Public Schools. ProQuest LLC, Ed.D. Dissertation, Texas A&M University-Commerce.
Osagie, R. O., & Momoh, U. (2016). Principals' Leadership and Student Performance in Senior Secondary Schools in Edo State, Nigeria. Educational Planning, 23(3), pp. 17-28.
Oyugi, M., & Gogo, J. O. (2019). Influence of Principals' Leadership approaches on Students' Academic Performance in Secondary Schools in Awendo Sub-County, Kenya. African Educational Research Journal, 7(1), pp. 22-28.
Pichon, C., Sr. (2010). The Effects of Elementary School Principals' Leadership approaches and the Preferred Managerial Styles of Teachers on Student Achievement. ProQuest LLC, Ed.D. Dissertation, Texas Southern University.
Preyear, L. (2015). A Qualitative Multi-Site Case Study: Examining Principals' Leadership approaches and School Performance. ProQuest LLC, Ed.D. Dissertation, University of Phoenix.
Raza, S. A., & Sikandar, A. (2018). Impact of Leadership approach of Teacher on the Performance of Students: An Application of Hersey and Blanchard Situational Model. Bulletin of Education and Research, 40(3), pp. 73-94.
Rowley, S. P. (2013). Questioning Leadership: A Study of Leadership approach, Teacher Perceptions, and Student Achievement. ProQuest LLC, Ph.D. Dissertation, Capella University.
Schlebusch, G. J. (2020). Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game? Africa Education Review, 17(3), pp. 74-89.
Setlhodi, I. I. (2019). Ubuntu Leadership: An African Panacea for Improving School Performance. Africa Education Review, 16(2), pp. 126-142.
Shibo, M. N. (2016). A Comparative Study of the Influence of Head Teachers Management Styles on Pupils Performance in KCPE in Public and Private Primary Schools in Nakuru Municipality, Kenya. International Journal of Educational Administration and Policy Studies, 8(3), pp. 17-26.
Wirawan, H., Tamar, M., & Bellani, E. (2019). Principals' Leadership approaches: The Role of Emotional Intelligence and Achievement Motivation. International Journal of Educational Management, 33(5), pp. 1094-1105.
Xhomara, N. (2019). The Collegial School Management as a Predicting Variable on Prevention of Disruptive Behaviors and Students’ life Skills, Pedagogika/Pedagogy, 136(4). DOI: https://doi.org/10.15823/p.2019.136.10.
Xhomara, N. (2021). Instructional Leadership and Effective Teaching and Learning. Leadership in a Changing World. Monograph. Nova Science Publishers, NY, USA. September 20, 2021. ISBN: 978-1-68507-079-3. DOI: https://doi.org/10.52305/PVLE5825. https://novapublishers.com/shop/instructional-leadership-and-effective-teaching-and-learning/.
Xhomara, N. (2022). Digital Competencies of Pre-service Teacher Students: Albanian Context. In: Tomczyk, Ł., Fedeli, L. (eds) Digital Literacy for Teachers. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-1738-7_3
Xhomara, N. (2025). Research on School Effectiveness Impacted by Different Leadership Approaches. In: Nata, V. R. Progress in Education, Volume 88, pg. 45-81. Nova Science Publishers, NY, USA. https://doi.org/10.52305/NWCG8846.
Xhomara, N., & Bara, G. (2018). The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students. European Journal of Education. DOI: http://dx.doi.org/10.26417/ejed.v1i2.p7-14. http://journals.euser.org/index.php/ejed/article/view/3586.
Xhomara, N., & Dasho, A. (2023). Online interactions and student learning outcomes in a Moodle-based e-learning system. Technology, Pedagogy and Education, 32(4), 419–433. https://doi.org/10.1080/1475939X.2023.2214576
Xhomara, N., & Karabina, M. (2021). The Influence of Online Learning on Academic Performance and Students’ Satisfaction. Proceedings of The 3rd International Academic Conference on Education. DOI: 10.33422/3rd.iaceducation.2021.06.304
Xhomara, N., & Shkembi, F. (2024). Lidershipi: Teoria dhe Kërkimi [Leadership: Theory and Research]. Tekst Universitar [Students’s Book]. Mediaprint. May 7, 2024. ISBN: 978-9928-0872-63. Tirana, Albania.
Xhomara, N., Karabina, M. ., & Hasani, N. (2022). The Perceptions of Students and Principals on the Improvement of Achievement outcomes by the Managerial and Instructional leadership approaches, Pedagogika, 144(4), 119–136. https://doi.org/10.15823/p.2021.144.7.
Sichterman, B., Noroozi, O., Boetje, J., van Ginkel, S., Khosravi, H. & Versendaal, J. (2025). Supporting peer learning with artificial intelligence: A systematic literature review. Innovations in Education and Teaching International, 62(5), 1648-1664, DOI: 10.1080/14703297.2025.2530118
Darmanwansah, D., Rachman, D., Feblyani, F., & Hwang, G. J. (2024). ChatGPT-supported collaborative argumentation: Integrating collaboration script and argument mapping to enhance EFL students’ argumentation skills. Education and Information Technologies, 30(3), 3803–3827. https://doi.org/10.1007/s10639-024-12986-4
Chen, M. R. A. (2024). The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students. Language Learning & Technology, 28(1), 1–25.
Zawacki-Richter, O., Marín, V., Bond, M., & Gouverneur, M. (2019). Systematic review of research on artificial intelligence applications in higher education - where are the educators? International Journal of Educational Technology in Higher Education, 16(19). https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nazmi Xhomara
This work is licensed under a Creative Commons Attribution 4.0 International License.