A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction

Basit Öğe Kaydı
dc.authoridGümüş, Sedat/0000-0003-0453-3341
dc.authoridKilinc, Ali Cagatay/0000-0001-9472-578X
dc.authorwosidGümüş, Sedat/W-1705-2017
dc.contributor.authorOzdemir, Nedim
dc.contributor.authorGumus, Sedat
dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorBellibas, Mehmet Sukru
dc.date.accessioned2023-01-12T20:04:09Z
dc.date.available2023-01-12T20:04:09Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractThis systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement.en_US
dc.identifier.doi10.1177/17411432221118662
dc.identifier.issn1741-1432
dc.identifier.issn1741-1440
dc.identifier.issn1741-1432en_US
dc.identifier.issn1741-1440en_US
dc.identifier.urihttps://doi.org/10.1177/17411432221118662
dc.identifier.urihttps://hdl.handle.net/11454/77763
dc.identifier.wosWOS:000837340500001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSage Publications Ltden_US
dc.relation.ispartofEducational Management Administration & Leadershipen_US
dc.relation.publicationcategoryDiğeren_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSystematic reviewen_US
dc.subjectschool leadershipen_US
dc.subjectstudent achievementen_US
dc.subjectmediating pathen_US
dc.subjectconceptual modelen_US
dc.subjectEducational-Leadershipen_US
dc.subjectCollaborative Leadershipen_US
dc.subjectClassroom Instructionen_US
dc.subjectPrincipal Leadershipen_US
dc.subjectTeacher Leadershipen_US
dc.subjectMediated Pathwaysen_US
dc.subjectImpacten_US
dc.subjectManagementen_US
dc.subjectOutcomesen_US
dc.subjectClimateen_US
dc.titleA systematic review of research on the relationship between school leadership and student achievement: An updated framework and future directionen_US
dc.typeReviewen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu