School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership

Purpose The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In present study, authors focus moderating role relationship between SES achievement at both school levels. Design/methodology/approach Using cross-national Programme International Student Assessment (PISA) 2015 data, fitted multilevel models to investigate whether effect math, science reading varies across groups different individual as well Findings Instructional significantly moderates school-level while moderation not significant any subject. Research limitations/implications This study calls more achievement, a specific integrated include social justice aspect leadership. Originality/value conclude might be beneficial reducing gaps schools, it may make much difference terms disparity within schools.