Educating School Leaders Toolset
for equity and learning

The effectiveness of school leadership capacity building is reflected upon how well school leaders can adapt to their new roles and how competent they can become in co-designing and co-implementing policies for equity and learning in their school, as well as in encouraging the establishment of participative, democratic school cultures.




Data on the preparation and professional development of school leaders

Sound policy planning on the preparation and professional development of school leaders for equity and learning needs to take into consideration research-based evidence on their engagement (past and present) in leadership capacity building and the factors affecting it.

What we mean by School Leadership Capacity?

A school’s leadership capacity for equity and learning can be defined as the collective ability of a school to harness the potential of processes and dynamics of the school system, the school and its members, to generate and lead coordinated action that addresses effectively challenges of equity and learning.

School principals' formal education


Indicator on the formal education of school principals
Map 1: Percentage of principals who report that they have never participated in a school administration or principal training programme or course (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 15.2%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: http://dx.doi.org/10.1787/888933043891




Indicator on the formal education of school principals
Map 2: Percentage of principals who report that they have never participated in instructional leadership training or course (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 22.2%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: http://dx.doi.org/10.1787/888933043891


Leadership training index (no or weak leadership training)
Map 3: Percentage of principals who report having received no or weak leadership training in their formal education* (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
* The leadership training index was constructed from the following variables: i) school administration or principal training programme or course, ii) teacher training/education programme or course, iii) instructional leadership training or course. Responses indicating "never" were coded as zero (0) and responses indicating that the training had occurred were coded as one (1). Each respondent's codes were summed to produce the following categories: 0 (no training), 1 (weak leadership training), 2 (average leadership training) and 3 (strong leadership training).
NOTE: OECD average: 12.3%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: http://dx.doi.org/10.1787/888933043948


Engagement of school principals in professional development activities


Indicator on the engagement of school principals in professional development activities
Map 4: Percent of students whose principals reported that they spend “A Lot of Time” in professional development activities specifically for principals (school grade 4)
(Source: TIMSS 2011 International Results in Mathematics, p. 258) .
NOTE: International average: 39%.
The Belgium data on Flemish community only. The Great Britain data are from England only (Northern Ireland, 23%)
.


Indicator on the engagement of school principals in professional development activities
Map 5: Percentage of principals who did not participate in any professional development in the 12 months prior to the survey (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 9.5%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: dx.doi.org/10.1787/888933044043


Indicator on the engagement of school principals in professional development activities
Map 6: Percentage of principals who participated in a professional network, mentoring or research activity in the 12 months prior to the survey (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 51.1%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: dx.doi.org/10.1787/888933044043
Indicator on the engagement of school principals in professional development activities
Map 7: Percentage of principals who participated in courses, conferences or observation visits in the 12 months prior to the survey (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 83.4%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: dx.doi.org/10.1787/888933044043
Barriers to principals' participation in professional development


Indicator on the perceived barriers to participate in professional development activities
Map 8: Percentage of principals who "agree" or "strongly agree" that they have no incentives to participate in professional development activities (Lower secondary education)
(Source: OECD 2014, TALIS 2013 Results: An International Perspective on Teaching and Learning).
NOTE: OECD average: 35.4%.
The Belgium data on Flemish community only. The Great Britain data on England only.
See Table at: http://dx.doi.org/10.1787/888933044062


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© 2014 EPNoSL Project