A systematic review of principals’ leadership identity from 1993 to 2019

Abstract

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

The development of corporate governance literature in Malaysia: a systematic literature review and research agenda

“…To identify the relevant research documents, we searched the Web of Science (WoS) and Scopus databases for articles that include the following keywords in the title, abstract and keywords: (''Malaysia à '') AND (''govern à '' OR ''director à '' OR ''board à ''). These databases were chosen as they provide a comprehensive list of published documents from different disciplines and include citation counts, which is important information for quality assessment (Cruz-Gonz alez et al, 2021;Linnenluecke et al, 2020;Wan Sulaiman and Mustafa, 2020). In July 2020, the search strings initially hit a sample of 10,141 documents (7,374 papers from Scopus and 2,767 articles from WoS).…”

Nudging toward diversity in the boardroom: A systematic literature review of board diversity of financial institutions

“…We searched for all published documents on board diversity of financial institutions. To provide a comprehensive systematic review of the literature, we follow the SLR methodology of Amrutha and Geetha (2020), Cruz‐González, Rodríguez, and Segovia (2020), and Sulaiman and Mustafa (2020) and rely on Scopus and Web of Science databases to search the following keywords: “board diversity,” “board composition,” “Female director*,” “gender diversity,” “women director*,” “board tenure,” “education* diversity,” “ethnic diversity,” “national* diversity,” “cognitive diversity,” “demographic* diversity,” “bank*,” and “financial institution*.” The board diversity keywords were identified after reviewing the similar publication and definitions of board diversity (i.e., Baker et al, 2020; Galbreath, 2017; Kagzi & Guha, 2018; Khatib et al, 2020; Tingbani et al, 2020). Boardroom diversity is the heterogeneity among the members of boards in terms of age, gender, ethnicity, nationality, education, and experience.…”

Unravelling the business of educational leaders in times of uncertainty

“…Indeed, never before did school leaders have to deal with sudden school lockdowns and improvisation in order to continue with the tasks of teaching and learning. Various authors have pointed out that disruptive change can evoke assertions of identity, legitimation, new roles and functions for leaders, resulting from the tension between context-driven demands and traditional professional self-concepts (Cruz-González et al, 2021; Ganon-Shilon and Schechter, 2017; Mulford, 2002). Additionally, it has to be highlighted that leaders’ behaviour is strongly influenced by their personality (Bono and Judge, 2004; Doci et al, 2015; Sharratt and Fullan, 2012).…”