Finding the missing link: Do principal qualifications make a difference in student achievement?

Sedat Gümüş, Mehmet Şükrü Bellibaş, Sedat Şen, Philip Hallinger

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.

Original languageEnglish
Pages (from-to)28-51
Number of pages24
JournalEducational Management Administration and Leadership
Issue number1
Publication statusPublished - Jan 2024


  • Principal qualifications
  • principal experience
  • principal preparation
  • professional development
  • student achievement

ASJC Scopus subject areas

  • Education
  • Strategy and Management


Dive into the research topics of 'Finding the missing link: Do principal qualifications make a difference in student achievement?'. Together they form a unique fingerprint.

Cite this