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Shared leadership is defined through inclusive principal decision-making practices and collaborative teacher efforts to support all students’ learning. Linear mixed-effects modeling analyzes a nationally representative HSLS:09 base-year dataset. Results show shared leadership practices correlate positively with students’ school belonging, including a cross-level effect benefiting American Indian/Alaska Native students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-link-between-students-sense-of-school-belonging-and-shared-leadership-in-us-high-schools-article/591327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-link-between-students-sense-of-school-belonging-and-shared-leadership-in-us-high-schools-article/591327.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study define shared leadership in schools?","Question",{"text":112,"@type":113},"Shared leadership is defined as collective practices in which principals enact inclusive decision-making and teachers collaborate to support all students’ learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and method does the study use to test the relationship?",{"text":117,"@type":113},"The study uses linear mixed-effects modeling on a nationally representative sample from the HSLS:09 base-year data provided by NCES.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings about shared leadership and school belonging?",{"text":121,"@type":113},"Shared leadership practices are positively associated with all students’ sense of school belonging. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nExploring the Link Between Students’ Sense of School Belonging and Shared Leadership in U.S. High Schools  \nSung Tae Jang  \nThe University of Hong Kong  \nMoosung Lee  \nYonsei University  \nThis study investigated whether and to what extent shared leadership in school was associated with a positive and equitable sense of school belonging among students from diverse backgrounds in the United States. We denoted shared leadership as collective practices that take place in schools in which principals enact inclusive practices in the decision-making process and teachers collaborate with their colleagues to support all students’ learning. We used linear mixed-effects modeling to analyze a nationally representative sample from the base-year data of the High School Longitudinal Study of 2009 (HSLS:09) provided by the National Center for Education Statistics (NCES). Our exploratory analyses revealed that shared leadership practices in school were positively associated with all students’school belonging. We also found that shared leadership practices in school contributed to American Indian/Alaska Native students’positive sense of school belonging through a crosslevel interaction effect.  \nKeywords: school belonging, shared leadership practices in school, American Indian/Alaska Native students, mixed-race students, U.S. high schools  \nIntroduction  \nA critical problem facing schools in the United States is the low level of sense of school belonging among students (Organization for Economic Co-operation and Development [OECD], 2019) . According to the internationally comparable data from the 2018 Program for International Student Assessment (PISA), the mean index score of the sense of school belonging among 15-year-old students in the United States was −0.24, with an average of 0 for OECD countries, placing the United States 34th among the 38 OECD countries (OECD, 2019) . This report defined the sense of school belonging as “how accepted, respected and supported students feel in their social context at school” (p. 130) . The same study, as well as numerous others (e.g., Faircloth & Hamm, 2005; Gopalan & Brady, 2020; Walton & Cohen, 2007), report substantial disparities in the sense of school belonging experienced by various groups of students. These observations are particularly problematic for students in that a low sense of school belonging is detrimental to students’overall physical, psychological, social, and academic outcomes (Catalano et al., 2004; Juvonen, 2006) . Given that  \nstudents’ sense of school belonging is essential for a variety of short-and long-term individual developmental and academic outcomes (Appleton et al., 2008; Bernat & Resnick, 2009), tackling the issue of inequities in students’ sense of school belonging may be instrumental in bridging the various opportunity and experience gaps in schooling (DarlingHammond, 2010; Levinson et al., 2022; Riley, 2017, 2022) .  \nNotably, there has been growing interest in students’sense of school belonging in leadership and organizational studies (e.g., M. Lee et al., 2021; Louis et al., 2016; Osterman, 2000; Riley, 2017) . Schools are central to fostering students’ sense of school belonging (Riley, 2017) . They influence how school leaders shape culture; implement practices, processes, and structural arrangements; and transmit values of relatedness and connectedness to school community members, including teachers and students (Louis et al., 2016; Osterman, 2000; Riley et al., 2020) . Similarly, inequities in the sense of school belonging among minoritized students are an important leadership concern because school leaders can play a key role in addressing th","cbCainBN8L8X56L5","https://ap.wps.com/l/cbCainBN8L8X56L5","pdf",541787,22,"English","# Introduction\n## Defining school belonging\n## Disparities and consequences\n## Shared leadership as an organizational concern","[{\"question\":\"How does the study define shared leadership in schools?\",\"answer\":\"Shared leadership is defined as collective practices in which principals enact inclusive decision-making and teachers collaborate to support all students’ learning.\"},{\"question\":\"What data and method does the study use to test the relationship?\",\"answer\":\"The study uses linear mixed-effects modeling on a nationally representative sample from the HSLS:09 base-year data provided by NCES.\"},{\"question\":\"What are the main findings about shared leadership and school belonging?\",\"answer\":\"Shared leadership practices are positively associated with all students’ sense of school belonging. The study also finds a cross-level interaction effect for American Indian/Alaska Native students.\"}]","Exploring the Link Between Students’ Sense of School Belonging and Shared Leadership in U.S. High Schools - Article | PDF",1792071602,55]