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Since limited data exist on educational leaders, the information on the characteristics of these leaders is drawn primarily from the literature on effective schools.

The effective schools movement investigated schools whose students from disadvantaged situations (minority status, low socio-economic levels) were performing at average or above average levels in basic skills on standardized achievement tests (Brookover & Lezotte, 1979; Edmonds, 1979; Sizemore, Brossard, & Harrigan, 1983; Venezky & Winfield, 1979)...

In the late 1970s, based on contrastive studies of high and low performing schools, researchers began to identify common factors or characteristics of these effective schools. One of the major findings of the effective schools research was the identification of instructional leadership as a significant aspect of effective schools...

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