26 SES 13 A, Mapping the Field of Research on Education Leadership Administration and Management: Methodological, thematical and regional perspective
This study systemically reviews the research field of educational leadership, management, and administration from 2007 to 2016 drawing on a dataset of 2347 articles published in 15 core journals in this time span. A two-level analysis was conducted: the bibliometric analysis entailed general mappings of the key research themes, the prevalence of research topics, and their evolvement over time; the content analysis examined each key research theme more deeply by synthesising the related studies’ key findings, contributions, and limitations and future research directions. The bibliometric analysis yielded five thematic strands. According to the content analysis, three major evolvements of the research field were identified in this study. The first evolvement entails a departure from position-based heroic leadership to practice-based distributed leadership. Although at the beginning of the past decade, research on school principals’ roles and functions, especially their impact on students’ academic achievements was prevalent, emerging evidence repeatedly shows that such impact is strongly mediated by teachers’ instructional practice, organisational commitment, and academic optimism The second evolvement highlights that teachers’ agency in leadership processes greatly contributes to the effectiveness of leadership work. During the past decade, many leadership approaches have been theoretically developed and empirically tested. Empirical findings suggested that teachers should be empowered to become active leaders, not just the passive recipients of principals’ top down leadership. It has become more evident that to increase students’ learning, teachers and teachers’ leadership should be developed first. The third evolvement underlines the changing socio-economic and political landscape within which schools operate. In recent years, New Public Management and neoliberalism have tightened their grips on schools, imposing high-stakes accountability and rigid competition on schools in many countries. A number of studies have exposed school leaders’ and teachers’ dilemmas in practice, as they are constantly trying to strike a balance between competition and equity, academic achievement and students’ holistic development, and standardisation and diversity. This study delineates the existing knowledge-base but also contributes to the further development of the research field. It reveals that various leadership theories have their own strengths and limitations. Thus, no singular theory or approach can resolve comprehensively all the challenges in practice.
Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2370.2011.00306.x/full Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3–15. Gumus, S., & Akcaoglu, M. (2013). Instructional Leadership in Turkish Primary Schools: An Analysis of Teachers’ Perceptions and Current Policy. Educational Management Administration & Leadership, 41(3), 289–302. Hallinger, P. (2011a). Developing a Knowledge Base for Educational Leadership and Management in East Asia. School Leadership & Management, 31(4), 305–320. Hallinger, P. (2011b). Leadership for Learning: Lessons from 40 Years of Empirical Research. Journal of Educational Administration, 49(2), 125–142. Hallinger, P. (2013). A Conceptual Framework for Systematic Reviews of Research in Educational Leadership and Management. Journal of Educational Administration, 51(2), 126–149. Hallinger, P. (2014). Reviewing Reviews of Research in Educational Leadership: An Empirical Assessment. Educational Administration Quarterly, 50(4), 539–576. Hallinger, P., & Bryant, D. (2013a). Mapping the terrain of educational leadership and management in East Asia. Journal of Educational Administration, 51(5), 618–637. https://doi.org/10.1108/JEA-05-2012-0066 Hallinger, P., & Bryant, D. A. (2013b). Synthesis of Findings from 15 years of Educational Reform in Thailand: Lessons on Leading Educational Change in East Asia. International Journal of Leadership in Education, 16(4), 399–418.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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