Abstract:
This paper analyses the impact that school leaders' characteristics and school leadership practices have on student achievements in the Gulf Cooperation Council (GCC) countries. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) assessment, we employ different model specifications to assess whether there is a direct or indirect relationship between school leadership and educational achievements in 4^th and 8^th grade, also accounting for the socioeconomic background of the school, teachers, and students' attitudes. The results of our analysis indicate that school principals may influence achievements by emphasizing academic success and ensuring a proper level of school safety, in addition to reducing instances of bullying. Additionally, our findings demonstrate the importance of professional development for teachers.