From my 20 years as a district-level administrator, I have witnessed firsthand how essential effective school leadership is to a school’s success, especially a strong principal. While classroom teachers remain the most direct influence on student achievement, it is visionary principals who create the conditions for excellent teaching to flourish. They shape school culture, set instructional priorities, build teacher capacity, and foster environments where learning thrives. Without strong leadership, even the best teachers can struggle to reach their full potential.
First let’s recognize the importance of teacher-related factors on student success. Then we’ll dive into how leaders influence those factors. Research supports this view: Hattie (2009) found teacher-related factors like clarity and feedback have the greatest impact on student learning. Sanders and Rivers (1996) showed teacher quality effects accumulate over time. Darling-Hammond (2000) linked teacher qualifications with improved student outcomes, especially in underserved areas. And Chetty, Friedman, and Rockoff (2014) revealed how effective teachers influence students’ long-term success.
At the same time, principals play a vital, though indirect, role in student achievement. Teacher collective efficacy is something that principals are critical for supporting. Leithwood et al. (2004) found leadership ranks second only to classroom instruction among school-related factors affecting learning. Principals who focus on instructional leadership and positive school climates significantly boost student outcomes (Grissom, Loeb, & Master, 2013; Robinson, Lloyd, & Rowe, 2008). Branch, Hanushek, and Rivkin (2013) estimate that strong principals can add up to seven months of additional learning per year, especially in high-poverty schools. Grissom, Egalite, and Lindsay (2021) describe principals as “multipliers of good teaching,” underscoring their role in sustaining academic success.
Importantly, research by Tschannen-Moran and Woolfolk Hoy (2000) highlights the significance of trust and collective efficacy in schools—two elements closely linked to effective leadership. Principals who cultivate trusting relationships and foster a belief among staff that they can influence student outcomes help create conditions for school-wide improvement. This is echoed by Cosner (2012), who found that principals play a crucial role in supporting effective collaborative teams, especially in helping teachers use student data systematically to drive instruction and target interventions.
“Great principals are the difference makers who turn schools into thriving learning communities.” — Dr. Kenneth Leithwood, Educational Leadership Researcher
Principals are much more than the traditional “guide on the side” or “sage on the stage.” They are not just the old-school disciplinarians or morning announcers we used to think of. They’re the captains of the academic ship, steering schools through calm and stormy seas alike—with vision, strategy, and a deep understanding of their crew.
They’re not just managing operations. They’re charting the course, adjusting sails when needed, and making sure every part of the ship—from the engine room to the crow’s nest—is running smoothly. Their leadership helps keep teachers focused, students learning, and the whole school headed in the right direction.
Along the way, they wear a lot of hats:
- 📍Navigator: They keep the school focused on long-term goals, making sure everyone knows where they’re going and why.
- 🛠 Deck Chief: They support and coach teachers, helping them grow their skills and stay motivated.
- 🌊 Culture Officer: They set the tone on board—building trust, maintaining morale, and making sure everyone feels like they belong.
- 🚨 Emergency Responder: Whether it’s a tech crash, a safety issue, or a sudden shift in district policy, they’re ready to act fast and steady the ship.
And that’s just a typical Tuesday.
Today’s principals also have to sail through new waters. They’re expected to lead with technology, make schools more equitable, and build inclusive environments where every student feels seen. They need emotional intelligence to manage conflict, keep relationships strong, and respond with empathy when things get tough. And like any good captain, they adapt to whatever the journey throws their way—ready to revise the route, motivate the crew, and stay focused on the destination.
They may not wear a captain’s hat but make no mistake—they’re steering the ship.
“The leaders who will thrive in tomorrow’s schools are those who combine empathy with innovation, and vision with inclusivity.” — Education futurist Dr. Angela Duckworth
Voices from Northwest Arkansas: Insights from Local Principals
Recently, I had the privilege of speaking with some school principals in Northwest Arkansas to learn what they believe drives positive growth at their schools. Their experiences provide valuable lessons on leadership in action—especially at schools like Grace Hill Elementary in Rogers and Eureka Springs Middle School, which were recognized by the Arkansas School Recognition Program for academic performance and/or growth on the ATLAS assessments during the 2023–2024 school year. This distinction highlights not only strong overall achievement, but also exceptional academic growth as measured by Arkansas’s Value-Added Growth (VAG) model. Unlike raw test scores alone, the VAG model evaluates how much students learn over time, controlling for where they started. Schools that outperform these expectations demonstrate that their students are making more academic progress than predicted, a clear sign of effective teaching and leadership working together to elevate learning for all students.
Christina Meister, Principal, Grace Hill Elementary School, Rogers, AR:
“Grace Hill has achieved remarkable academic success… recognized by the State of Arkansas as a ‘School on the Move Toward Excellence’ and received reward funds for ranking in the top 10% statewide in academic growth… I attribute much of our success to assembling a highly effective leadership team and implementing consistent, school-wide systems that drive instructional improvement… We developed systems like Husky Time and Tier 2 intervention cycles, and we monitor data regularly to ensure every student’s progress is tracked… A key skill for principals is getting in the trenches… and saying no to initiatives that don’t align with school improvement strategies. Above anything, consistency is key—and less is more.”
Caen Dowell, Principal, Eureka Springs Middle School, Eureka Springs, AR:
“Our recent success reflects focused efforts across the school community… At the core is a disciplined learning culture—with clear expectations and bell-to-bell instruction… High-quality instructional materials and intentional remediation time have helped us close gaps… None of this would be possible without our dedicated, collaborative teaching staff… I believe in shared leadership, regular communication, and a clear school-wide vision… Principals need to be good listeners and responsive to the needs of their schools. One-size-fits-all doesn’t work—you have to understand your school to lead it effectively.”
In Summary
Effective school leadership, especially strong principals, is the cornerstone of sustained academic success. While classroom teachers directly influence student achievement, principals create conditions that enable teaching excellence and foster positive school culture. Research consistently supports the critical role of principals as instructional leaders and culture builders who multiply the impact of good teaching. The insights from Northwest Arkansas principals underscore how focused leadership, clear vision, consistent systems, and collaborative teams drive meaningful growth. Today’s principals must also be adaptable, culturally responsive, and emotionally intelligent leaders prepared to navigate the evolving challenges of education. Ultimately, strong principal leadership is indispensable for transforming schools into thriving learning communities where every student can succeed.
References
- Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review.
- Cosner, S. (2012). Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Schools: Key Actions and Facilitation Strategies. Educational Administration Quarterly, 48(3), 420–454.
- Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives.
- Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. The Wallace Foundation.
- Grissom, J., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher.
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
- Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. The Wallace Foundation.
- Loeb, S., Kalogrides, D., & Horng, E. (2010). Principal Preferences and the Uneven Distribution of Principals Across Schools. Educational Evaluation and Policy Analysis.
- Sanders, W. L., & Rivers, J. C. (1996). Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. University of Tennessee Value-Added Research and Assessment Center.
- Tschannen-Moran, M., & Hoy, A. W. (2000). A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust. Review of Educational Research, 70(4), 547–593.
- Wallace Foundation. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.