School Leadership Review Volume 14 Issue 1 Article 3 2019 Community Context: Influence and Implications for School Leadership Preparation Tamara Lipke State University of New York at Oswego,
[email protected] Holly Manaseri University of Rochester,
[email protected] Follow this and additional works at: https://scholarworks.sfasu.edu/slr Part of the Educational Administration and Supervision Commons, and the Educational Leadership Commons Tell us how this article helped you. Recommended Citation Lipke, Tamara and Manaseri, Holly (2019) "Community Context: Influence and Implications for School Leadership Preparation," School Leadership Review: Vol. 14 : Iss. 1 , Article 3. Available at: https://scholarworks.sfasu.edu/slr/vol14/iss1/3 This Article is brought to you for free and open access by the Journals at SFA ScholarWorks. It has been accepted for inclusion in School Leadership Review by an authorized editor of SFA ScholarWorks. For more information, please contact
[email protected]. Lipke and Manaseri: Community Context Community Context: Influence and Implications for School Leadership Preparation Tamara Lipke State University of New York at Oswego Holly Manaseri University of Rochester Introduction Research on school leadership shows that principals can significantly impact student achievement by influencing classroom instruction, organizational conditions, community support and setting the teaching and learning conditions in schools (Marzano, Waters, & McNulty, 2004). Moreover, strong principals provide a multiplier effect that enables improvement initiatives to succeed (Manna, 2015). Yet each year, as many as 22% of current principals retire or leave their schools or the profession (U.S. Department of Education, 2014) requiring districts to either promote or hire new principals to fill vacancies (School Leaders Network, 2014).