Review of Research on Educational Leadership and Management in Hong Kong, 1995–2012: Topographical Analysis of an Emergent Knowledge Base

Hallinger, Philip; Lee, Theodore; Szeto, Elson

doi:10.1080/15700763.2013.826809

Cited by 19 publications

(4 citation statements)

References 105 publications

(145 reference statements)

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“…As the volume of EDLM research conducted in English as well as "local" languages began to accumulate, a group of scholars, operating under the auspices of the ILEA project, undertook a series of foundation reviews of research within (e.g. Hallinger and Truong, 2014;Hallinger et al, 2013Hallinger et al, , 2015Ng et al, 2015a, b;Pan et al, 2015;Walker et al, 2012;Walker and Qian, 2015) and across Asian societies (Hallinger and Bryant, 2013b;Walker and Hallinger, 2015). These reviews of research were conducted with the goal of revealing what had already been discovered about the EDLM practices "within these societies" as well as identifying commonalities and differences across the societies.…”

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confidence: 99%

Leading learning in Asia – emerging empirical insights from five societies

Hallinger

Walker

2017

JEA

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Purpose The purpose of this paper is to synthesize findings from studies of principal instructional leadership conducted in five East Asian societies. The authors first identify similarities and then differences in approaches to instructional leadership across the societies. Then the findings of the synthesis are compared with broad findings from the global literature on principal instructional leadership. Design/methodology/approach The paper employs a thematic approach to synthesizing findings from the five qualitative studies. Findings The authors identified numerous similarities in practices of instructional leadership across the five societies. These included first, a top-down approach to defining the mission and goals of schools whereby principals worked within a fairly narrow zone of discretion. Second, principals devoted relatively little attention to coordinating the curriculum due to working within strict national curriculum frameworks. Third, principals executed their instructional leadership practices with an ever-present sense of the need to honor hierarchical relations and maintain harmony among staff and other stakeholders. Differences across the five societies centered on the extent to which the instructional leadership role of principals was explicitly defined and the extent to which they received training for the role. Originality/value This synthesis sought to build upon reviews of research published in a special issue of this journal two years ago. The synthesis and this body of research papers have contributed toward moving empirical research on educational leadership broadly, and instructional leadership in particular, forward in East Asia.

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confidence: 99%

Leading learning in Asia – emerging empirical insights from five societies

Hallinger

Walker

2017

JEA

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“…We adopted a topographical analysis, which is described as an analysis to describe “the nature of topics and research methods” (Hallinger et al. , 2013, p. 256) and is focused on “revealing patterns of knowledge production, summarizing conceptual and methodological trends, and laying the foundation for future research” (Hallinger, 2017, p. 4).…”

Section: Methodsmentioning

confidence: 99%

Transformational school leadership: a systematic review of research in a centralized education system

Toprak

Chen²

2023

JEA

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PurposeThis study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context.Design/methodology/approachThe study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process.FindingsThree key themes emerged: (1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends.Research limitations/implicationsFirst, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness.Originality/valueOur review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.

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“…Several studies were conducted in the past to map research activity in the field of educational leadership using bibliographic data. Examples of recent studies include: (1) two comprehensive analyses based on a combined bibliometric and content analysis approach by Esen et al (2020) and by Tian and Huber (2019), who provided an overview of the global scholarship on leadership in higher education; (2) an attempt to provide a historical overview of the development of the field of educational administration and leadership using Scopus database and a keywords-based bibliometric approach by Hallinger and Kovacevic (2019); (3) a topographic analysis of research in educational leadership and management in Asia, Africa and Latin America by Hallinger and Kovacevic (2021), where the dataset was constructed from Scopus using the “core” journals approach; as well as (4) more regionally focused attempts to explore the research activity in educational leadership in Africa (Hallinger, 2019), Hong-Kong (Hallinger et al, 2013)’ and Turkey (Gümüş et al, 2020).…”

Section: Overview Of Prior Research Using the Bibliometric Approachmentioning

confidence: 99%

A postcolonial feminist exploration of the scholarship on women and educational leadership with a bibliometric approach

Kuzhabekova¹

2021

Educational Management Administration & Leadership

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This study applied a bibliometric approach to a dataset of publications on women and educational leadership to critically explore the nature of research in the field and the utility of the bibliometric method in its mapping. The analysis was conducted on bibliographic records of 823 papers on women and educational leadership published from 1975 to 2020, which had been retrieved from the Web of Science. The results are presented in the form of lists of most impactful papers; most productive research centres/organizations and countries; similar lists of contributing disciplines and publication venues; as well as maps visualizing collaborative activity. A postcolonial feminist perspective used in interpretation of the results reveals that, on the one hand, the approach makes it possible to uncover the persistent coloniality and linguistic hegemony in the field, whereas, on the other hand, bibliometric metrification may contribute to Western epistemic violence and valorisation of scholarship in masculinist terms.

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Review of Research on Educational Leadership and Management in Hong Kong, 1995–2012: Topographical Analysis of an Emergent Knowledge Base

Cited by 19 publications

References 105 publications

Leading learning in Asia – emerging empirical insights from five societies

Leading learning in Asia – emerging empirical insights from five societies

Transformational school leadership: a systematic review of research in a centralized education system

A postcolonial feminist exploration of the scholarship on women and educational leadership with a bibliometric approach

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