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This research study aims to investigate the effects of school leadersip on student achievement in USA and Turkey. The method of meta-analysis is used to calculate the effect size of school leadership on student achievement. 39 researches were included in the study. However, several publications included in the research have examined more than one leadership approach. Due to this reason, the dataset used in 39 publications was determined as 68 in total. The results of the analyses performed with a random effects model revealed that school leadership has a small but positive effect on student achievement in general. However, in Turkey the effect size is at modest level while it is small in USA. When the leadership style is used as a moderator in the relationship between school leadership and student achievement, it is examined that instructional leadership has a more significant effect on student achievement than others do. Considering the findings of the study, It can be proposed that professional development opportunities should be supported for best practice of instructional leadership behaviours.
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