Abstract
A multivariate random-effects meta-meta-analysis was conducted to synthesize the association between principal leadership and student achievement. A total of 12 prior meta-analyses with 18 effect sizes were included in this meta-meta-analysis. The quantitative analysis showed that principal leadership has a statistically significant positive relationship with student achievement (Cohen's d = 0.34). The qualitative analyses revealed that: (a) with the accumulation of knowledge, there appears to have been a trend toward more consistent and precise estimates of principal leadership's effect on student achievement; (b) there was still not enough evidence to argue a specific leadership model or practice is more effective in improving student achievement than others; and (c) the educational contexts seem to moderate the effect of principal leadership. The significance and limitations of the current study, as well as the recommendations for future research, are discussed.