A three-level hierarchical linear model analysis of the effect of school principals' factors on primary school students' learning achievements in Burkina Faso

School principals play an important role in student performance through personnel management, allocation of resources an engagement of education stakeholders. Employing rigorous three-level hierarchical linear model, this paper investigates how principals' factors are related to students' learning achievements in Burkina Faso, and how the effects of these factors vary depending on schools or communes. Results suggest that being an effective principal is not related with gender. However, a relevant preparation program is associated with higher students' performance. Furthermore, the quality of school management, community management practices and in-service pedagogical training for principals can contribute to improve students' outcome, but under the condition of a school context with necessary resources and support from stakeholders. Implications of the findings for school effectiveness research and education policy were discussed.