Global Research Trends of Instructional Leadership: A Bibliometric Analysis From 2002 to 2023
Instructional leadership is one of the central research trends in school management and leadership. The period from 2002 to 2023 marks the transition .
Abstract:
Instructional leadership is one of the central research trends in school management and leadership. The period from 2002 to 2023 marks the transition from theoretical research to practical research. This study aims to find out research trends on Instructional Leadership from 2002 to 2023, thereby finding new research directions and effective applications in the practice of Instructional Leadership associated with different school contexts at different local, national, and regional. Research directions also need to be expanded with a larger scope associated with educational innovation in the 4.0 revolution. Using the bibliometric analysis method with the support of VOSviewer software, 995 types of research consisting of journal articles, book chapters, conference papers, and books were extracted from the Scopus database. Research results show that there are differences in research on Instructional Leadership in developed and developing countries in different socio-cultural contexts. There was the most significant growth from 2015-2017 in the volume, growth trends, and regional distribution of global IL press products. Leading Authors and IL Research Journals from the US and developing countries. Empirical studies follow three main directions: a school leader with the role of Instructional leadership, scholars who have focused on different aspects of Instructional leadership, and the actions in the instructional leadership models. Instructional Leadership from 2002 to 2023 focuses on teachers as well as student activities.
Keywords: Bibliometric analysis, instructional leadership, VOSviewer software.
0
References
Barth, A., & Tsemach, S. (2023). Empowerment as a mediator between instructional leadership and teachers’ organizational citizenship behavior. REAL Journal, 8(2), 335–371. https://doi.org/10.30828/real.1282746
Bellibaş, M. Ş., Bulut, O., Hallinger, P., & Wang, W.-C. (2017). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115–133. https://doi.org/10.1016/j.ijer.2015.10.002
Bellibaş, M. Ş., & Liu, Y. (2015). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49–69. https://doi.org/10.1108/JEA-12-2015-0116
Bush, T. (2011). Instructional leadership in centralized contexts: Constrained by limited powers. Educational Management Administration & Leadership, 48(4), 593–594. https://doi.org/10.1177/1741143220912620
Bush, T. (2013). Professional learning communities and instructional leadership: A collaborative approach to leading learning? Educational Management Administration & Leadership, 47(6), 839–842. https://doi.org/10.1177/1741143219869151
Bush, T. (2016). Understanding instructional leadership. Educational Management Administration & Leadership, 43(4), 487–489. https://doi.org/10.1177/1741143215577035
Bush, T. (2019). Instructional leadership and leadership for learning: Global and South African perspectives. Education as Change, 17, 5–20. https://doi.org/10.1080/16823206.2014.865986
Bush, T. (2020). Instructional leadership in centralized contexts: Rhetoric or reality? Educational Management Administration & Leadership, 42(1), 3–5. https://doi.org/10.1177/1741143213507207
Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. State University of New York Press.
Goldring, E. (2018). Teachers’ academic focus on learning in charter and traditional public schools. In Charter school outcomes (pp. 39–59). https://doi.org/10.4324/9781315095806-3
Hallinger, P. (2020). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47(2), 271–306. https://doi.org/10.1177/0013161X10383412
Hallinger, P. (2022). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–351. https://doi.org/10.1080/0305764032000122005
Hallinger, P., Adams, D., Harris, A., & Jones, M. S. (2017). Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia: A case of knowledge construction in a developing society. Journal of Educational Administration, 56(1), 104–126. https://doi.org/10.1108/JEA-03-2017-0025
Hallinger, P., Dongyu, L., & Wang, W.-C. (2017). Gender differences in instructional leadership: A meta-analytic review of studies using the Principal Instructional Management Rating Scale. Educational Administration Quarterly, 52(4), 567–601. https://doi.org/10.1177/0013161X16638430
Hallinger, P., Bickman, L., & Davis, K. (2022). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 545–549. https://doi.org/10.1086/461843
Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44. https://doi.org/10.1177/0013161X96032001002
Hallinger, P., & Lee, M. (2020). Mapping instructional leadership in Thailand: Has education reform impacted principal practice? Educational Management Administration & Leadership, 42(1), 6–29. https://doi.org/10.1177/1741143213502196
Hallinger, P., & Leithwood, K. (1994). Introduction: Exploring the impact of principal leadership. School Effectiveness and School Improvement, 5(3), 206–217. https://doi.org/10.1080/0924345940050301
Hallinger, P., Leithwood, K., & Heck, R. H. (2022). Instructional leadership. In International Encyclopedia of Education (3rd ed., pp. 18–25). https://doi.org/10.1016/B978-0-08-044894-7.00443-7
Hallinger, P., & Murphy, J. F. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247. https://doi.org/10.1086/461445
Hallinger, P., Taraseina, P., & Miller, J. (2022). Assessing the instructional leadership of secondary school principals in Thailand. School Effectiveness and School Improvement, 5(4), 321–348. https://doi.org/10.1080/0924345940050401
Hallinger, P., Walker, A., Nguyen, D. T. H., Truong, T., & Nguyen, T. T. (2016). Perspectives on principal instructional leadership in Vietnam: A preliminary model. Journal of Educational Administration, 55(2), 222–239. https://doi.org/10.1108/JEA-11-2015-0106
Hallinger, P., Wang, W.-C., & Chen, C.-W. (2019). Assessing the measurement properties of the Principal Instructional Management Rating Scale: A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272–309. https://doi.org/10.1177/0013161X12468149
Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (2021). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94–125. https://doi.org/10.1177/0013161X90026002002
Heck, R. H., & Marcoulides, G. A. (1990). Examining contextual differences in the development of instructional leadership and school achievement. Urban Review, 22(4), 247–265. https://doi.org/10.1007/BF01108463
Lee, M., & Hallinger, P. (2019). National contexts influencing principals’ time use and allocation: Economic development, societal culture, and educational system. School Effectiveness and School Improvement, 23(4), 461–482. https://doi.org/10.1080/09243453.2012.678862
Lee, M., Hallinger, P., & Walker, A. (2020). A distributed perspective on instructional leadership in International Baccalaureate (IB) schools. Educational Administration Quarterly, 48(4), 664–698. https://doi.org/10.1177/0013161X11436271
Lee, M., Walker, A., & Chui, Y. L. (2019). Contrasting effects of instructional leadership practices on student learning in a high accountability context. Journal of Educational Administration, 50(5), 586–661. https://doi.org/10.1108/09578231211249835
Leithwood, K. (2018). Department-head leadership for school improvement. Journal of Educational Administration, 15(2), 117–140. https://doi.org/10.1080/15700763.2015.1044538
Leithwood, K. (2020). The principal’s role in teacher development. In M. Fullan (Ed.), Teacher development and educational change (pp. 86–103). Routledge. https://doi.org/10.4324/9781315870700
Leithwood, K. (2022). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518. https://doi.org/10.1177/0013161X94030004006
Liu, Y., Li, L., & Huang, C. (2010). To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China? School Effectiveness and School Improvement, 33(3), 381–402. https://doi.org/10.1080/09243453.2022.2029746
May, H., Huff, J., & Goldring, E. (2018). A longitudinal study of principals' activities and student performance. School Effectiveness and School Improvement, 23(4), 417–439. https://doi.org/10.1080/09243453.2012.678866
May, H., & Supovitz, J. A. (2020). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2), 332–352. https://doi.org/10.1177/0013161X10383411
Mestry, R. (2017). Principals’ perspectives and experiences of their instructional leadership functions to enhance learner achievement in public schools. Journal of Education, (69), 257–281. https://bit.ly/44iOOG3
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Murphy, J. (2021). Instructional leadership: Focus on curriculum responsibilities. NASSP Bulletin, 74(525), 1–4. https://doi.org/10.1177/019263659007452502
Murphy, J. (2022). Leadership for literacy: A framework for policy and practice. School Effectiveness and School Improvement, 15(1), 65–96. https://doi.org/10.1076/sesi.15.1.65.27495
Murphy, J., & Hallinger, P. (2021). The superintendent as instructional leader: Findings from effective school districts. Journal of Educational Administration, 24(2), 213–236. https://doi.org/10.1108/eb009917
Murphy, J., Neumerski, C. M., Goldring, E., Grissom, J., & Porter, A. (2018). Bottling fog? The quest for instructional management. Cambridge Journal of Education, 46(4), 455–471. https://doi.org/10.1080/0305764X.2015.1064096
Murphy, J. P., & Murphy, A. R. (1990). Pragmatism: From Peirce To Davidson. Westview Press.
Pashmforoosh, R., Irby, B. J., Lara-Alecio, R., & Tong, F. (2023). Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education, 8, Article 1168734. https://doi.org/10.3389/feduc.2023.1168734
Pietsch, M., & Aydin, B. (2023). Putting the instructional leadership–student achievement relation in context: A meta-analytical big data study across cultures and time. Educational Evaluation and Policy Analysis, 47(1), 29-64. https://doi.org/10.3102/01623737231197434
Shaked, H. (2003). Role identity of instructional leaders. Leadership and Policy in Schools, 21(2), 398–411. https://doi.org/10.1080/15700763.2020.1770805
Shaked, H. (2015). Boundaries of Israeli assistant principals’ instructional leadership. Leadership and Policy in Schools, 19(3), 497–511. https://doi.org/10.1080/15700763.2019.1585552
Shaked, H. (2023). How instructional leaders promote social justice. Educational Management Administration & Leadership, 53(2), 279-297. https://doi.org/10.1177/17411432231168227
Shaked, H., & Benoliel, P. S. (2013). Instructional boundary management: The complementarity of instructional leadership and boundary management. Educational Management Administration & Leadership, 48(5), 821–839. https://doi.org/10.1177/1741143219846905
Shaked, H., Glanz, J., & Gross, Z. (2012). Gender differences in instructional leadership: How male and female principals perform their instructional leadership role. School Leadership & Management, 38(4), 417–434. https://doi.org/10.1080/13632434.2018.1427569
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2013). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445–459. https://doi.org/10.1177/1741143213502192
Small, H. (1973). Co-citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for Information Science, 24(4), 265–269. https://doi.org/10.1002/asi.4630240406
van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact (pp. 285–320). Springer. https://doi.org/10.1007/978-3-319-10377-8_13
Volante, P., Müller, M., Salinas, Á., & Cravens, X. (2023). Expert teams in instructional leadership practices based on collaboration and their transference to local teaching improvement networks. Research in Educational Administration & Leadership, 8(1), 256–294. https://doi.org/10.30828/real.1095600
Walker, A., & Qian, H. (2003). Developing a model of instructional leadership in China. Compare, 52(1), 147–167. https://doi.org/10.1080/03057925.2020.1747396
Weber, J. (1996). Leading the instructional program. In S. C. Smith & P. K. Piele (Eds.), School leadership: Handbook for excellence (pp. 191-224). ERIC Clearing House of Educational Management.
White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co-citation analysis of information science, 1972–1995. Journal of the American Society for Information Science, 49(4), 327–355. https://doi.org/10.1002/(SICI)1097-4571(19980401)49:4%3C327::AID-ASI4%3E3.0.CO;2-4
Wu, M. L., Li, L., & Zhou, Y. (2023). Enhancing technology leaders’ instructional leadership through a project-based learning online course. STEM Education, 3(2), 89–102. https://doi.org/10.3934/steme.2023007
Zaby, S. (2019). Science mapping of the global knowledge base on microfinance: Influential authors and documents, 1989–2019. Sustainability, 11(14), Article 3883. https://doi.org/10.3390/su11143883
Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629