The education system in the 21st century has focused on innovation as a tool that revamps the traditional educational system. The need for quality improvement in the curriculum and the desire to produce students with 21st-century competency skills have made innovation the core emphasis in the educational context. Hence, school cultures that support innovation should be developed and encouraged extensively. However, studies on innovation cultures within the educational context are still scarce. Researchers have also yet to concur on universally agreed features of innovation cultures within education settings. Thus, this systematic literature review has been carried out to identify the norms, beliefs, values, customs and behaviours shared in educational innovation cultures. From a total of 156 studies analysed, this article reviewed 28 most relevant studies within three categories, which were organizational cultures, sociocultural norms and national cultures. Seven studies discussed involved organizational cultures, while 20 studies focused on sociocultural norms. Only one study explored national cultures. The Competing Value Framework, six building blocks of ‘Innovation Quotient’, the theory of innovation culture, the innovation-oriented culture as well as employee skills and competence had been used to explain the innovation cultures within an organization. The themes that emerged in sociocultural norms were the individual personality, interaction, collaboration and teamwork, support as well as leadership of a teacher. Meanwhile, the national innovation cultures were described through Hofstede’s cultural dimensions theory.

Teacher leadership significantly promotes development and efficiency at schools. However, the practice of teacher leadership is slammed with challenges that impact its progression and effective implementation in schools. Therefore, the present study focused on the key terms, problems, and obstacles of teacher leadership based on domestic and international works of literature on teacher leadership practices. The study discussed the notion of teacher leadership before it addressed the challenges in the practice. Hence, the present paper helped school leaders to establish teacher leadership tasks in schools and help researchers to carry out more studies on teacher leadership.

Teacher leadership has been widely discussed in terms of its definition, concept, frameworks, and models. Generally, teacher leadership encompasses the concept of power and influence. This paper has focused on four teacher leadership frameworks and models from Moller (2001 &, York-Barr and Duke ( 2004), Muijs and Harris (2003), and Angelle (2017). A literature review was conducted on teacher leadership definitions and concepts, the frameworks and models were collated, and common aspects were identified. The paper also critically analysed the effectiveness in developing and implementing teacher leadership practices. This paper concludes with further understanding of recognising teachers as leaders throughout the school organisation. This paper aims to provide a reference for school leaders to adapt teacher leadership that is suitable for the schools' context and capacity.

This paper examines the relationship between servant leadership, organizational citizenship behavior, and job satisfaction among school teachers. The first objective of the study is to explore the history, concept, and development of servant leadership, organizational citizenship behavior, and job satisfaction. The second objective is to determine previous related studies that reveal the relationship between these 3 theories towards teachers throughout the world. The third objective of the study is to focus on the relationship study between these 3 theories in the Malaysian education system. As a conclusion, this study will provide the researcher's views on why this study should be featured in the Malaysian education system.

Amalan kepimpinan yang lebih fleksibel dan bercorak perkongsian perlu diamalkan supaya dapat menambah efikasi kendiri guru supaya mereka lebih efektif serta dapat membantu dalam meningkatkan pencapaian sekolah. Justeru itu, penulisan artikel ini bertujuan untuk meninjau pengaruh kepimpinan distributif terhadap efikasi kendiri guru-guru. Tinjauan ini dilakukan berpandukan sumber literatur dan pemerhatian awal mendapati bahawa pemimpin yang mengamalkan kepimpinan distributif mampu mempengaruhi efikasi kendiri guru.