The World School Leadership Study (WSLS) aims to gain empirical insights into functions, job models, practices, job satisfaction, and the professional health of school leaders on a global scale. The study builds on two pre-studies previously described. The WSLS is designed as a quantitative study on practices and resilience of school leaders. It will feature an international comparative component but also allows national add-ons for country specific research needs and interests. At the moment, around 30 countries from all continents have expressed interest to participate. There are two levels of coordination. The overall design is coordinated by a core research group in collaboration with members from all around the world that form the international research consortium. On the national level, the study is coordinated and conducted by national coordinators who ally with the respective national and regional bodies to guarantee high acceptance in the profession and, therefore, high response rates. National and regional bodies include governments, authorities as well as school leadership (and teacher) associations and unions, depending on context. Complementing the members of the international core research group and the national coordinators is an international advisory board, comprising well-known senior researchers from different continents. The study will consist of several phases: • Decision on the focus of the research questions, development of hypothesis, operationalization; • Decision on national add-ons for country specific research needs and interests; • Thorough examination of the existing research instruments by an international panel of experts (this will be done with the aim to identify relevant factors of school leadership practices and resilience); Data gathering with a centrally programmed quantitative, standardized, multi-language online-survey to school leaders (in its current draft form, it focuses on the preferences and strains in leadership practices in connection with individual factors (personality and occupational biography) and institutional factors (school-related work setting) predicting job satisfaction, general job strain and emotional exhaustion; all scales of this draft version are tested in at least 10 countries, some are tested in up to 20 countries); A country-specific as well as internationally comparative data analysis applying for instance structural equation modelling; • Dissemination of international and national results. As this study is currently being prepared for launch and is truly global in scope, ECER presents a unique opportunity to critically reflect methodological issues and aims as well as to exchange on possible expansions, collaborations and links to other global initiatives.

Additional Authors: Viviane M. Robinson, vmj.robinson@auckland.ac.nz; University of Auckland (Non-Presenting Author) James P. Spillane, j-spillane@northwestern.edu; Northwestern University (Non-Presenting Author) Philip Hallinger, hallinger@gmail.com; The Hong Kong Institute of Education (Non-Presenting Author) Ellen B. Goldring, ellen.goldring@vanderbilt.edu; Vanderbilt University (Non-Presenting Author) Charles L. Slater, charles.slater@csulb.edu; California State University - Long Beach (Non-Presenting Author) Olof Johansson, olof.johansson@pol.umu.se; Umeå universitet (Non-Presenting Author) Petros A. Pashiardis, p.pashiardis@ouc.ac.cy; The Open University of Cyprus (Non-Presenting Author) Saravanan Gopinathan, gopinathan.s@nie.edu.sg; National Institute of Education - Nanyang Technological University (Non-Presenting Author) Rc Saravanabhavan, rsaravanabhavan@howard.edu; Howard University (Non-Presenting Author) Megan Tschannen-Moran, mxtsch@wm.edu; College of William and Mary (Non-Presenting Author) Allan David Walker, adwalker@ied.edu.hk; The Hong Kong Institute of Education (Non-Presenting Author) Greer Johnson, g.johnson@griffith.edu.au; Griffith University (Non-Presenting Author)