Institutional leadership has a significant effect on student achievement. It is considered to be the second greatest effector on student achievement, following direct instruction (Leithwood et al., 2008).  Leaders have been found to improve teaching and learning indirectly, and most powerfully, by influencing “ motivations, commitments and working conditions” (Leithwood et al., 2008);   Despite many competing challenges, principals have the ability and the resources to effect a positive change in student outcomes, through the practices of the teaching staff, by focusing school efforts on those actions known to improve student achievement results.