Karadag, EnginSertel, Gulsum2025-05-152025-05-1520251741-14321741-1440https://doi.org/10.1177/17411432251327645https://hdl.handle.net/20.500.12469/7329This meta-analysis combined various leadership approaches to examine the relationship between educational leadership and student achievement. The literature review encompassed 348 independent research articles/dissertations, with a sample group of 3,659,268 study subjects. Analyses conducted using a random-effects model revealed that educational leadership had a medium-level effect on student achievement. The impact of educational leadership on student achievement was found to be more substantial in collectivist cultures (e.g. Asia) than in individualistic cultures (e.g. the USA). Among the leadership theories, instructional leadership and leadership practices demonstrated the most significant effects. The influence of educational leadership on student achievement varies according to geographical continent, national cultural background, school level, and academic achievement. As anticipated, the impact of educational leadership practices on student achievement diminished over time during exceptional circumstances such as the COVID-19 pandemic. Given the observed effect of educational leadership on student achievement, future research should investigate the influence of leadership on other school components and stakeholders.eninfo:eu-repo/semantics/closedAccessLeadershipEducational LeadershipCross-CultureAchievementMeta-AnalysisArticleWOS:00146783060000110.1177/17411432251327645Q1Q1