The emotional intensity of educational leadership: a scoping review

Heffernan, Amanda; MacDonald, Katrina; Longmuir, Fiona

doi:10.1080/13603124.2022.2042856

Cited by 31 publications

(15 citation statements)

References 152 publications

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“…Due to space and time limitations, some focuses are neglected in the current study—that is, the balance between empirical and conceptual studies and the diversification of approaches to research. Future studies should consider the emphasis and follow the analysis framework as in Heffeman et al (2022) and McGinity et al (2022). The results enable better understanding of the areas that are potentially under-researched and the ways ethical leadership might be creating and reproducing power dynamics in research.…”

Section: Discussionmentioning

confidence: 99%

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights

Hsieh,

Tai,

2023

AERA Open

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This study used bibliographic data from Web of Science and employed various bibliometric analysis tools to present a systematic review of ethical leadership research from a board perspective. Theoretical evolutions underpinning how ethical leaders influence their followers are also detailed. Results identify the key documents, frequent keywords, and the most used theories in the field of ethical leadership. Results show that not only are there few newcomers to the field, the knowledge on ethical leadership, dominated by a minority few, has not diffused to a broader community. Results also show that although the focus of ethical leadership research in recent years shifted to employee creativity and knowledge sharing, the theories applied in the investigations remain the dominant social exchange theory and social learning theory. The results provide useful references for future studies, avoiding repetitive research while identifying possible knowledge gaps.

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Section: Discussionmentioning

confidence: 99%

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights

Hsieh,

Tai,

2023

AERA Open

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“…Greenfield opposed logical positivism, seeing social reality as a human invention and proposed a humane science of EAL (e.g., Culbertson, 1988; Greenfield & Ribbins, 1993). Other scholarly works that spurred rethinking and deliberation, although to differing degrees, included Critical Theory of EAL proposed by Bates and Foster in the 1980s (Bates, 2010) and Naturalistic Coherentism of Evers and Lakomski (1996) from 1990 to the present time, which developed beyond the logical empiricist models of the past and reduced EAL theory to a natural science leading to the evolution of various forms of post‐modernist theory (Bates, 2010; English, 2003; Humes & Bryce, 2003; Maxcy, 2001; Nudzor, 2009); post‐structuralism (Niesche & Gowlett, 2015; Niesche & Gowlett, 2019; Niesche & Heffernan, 2020; Zembylas, 2011); feminism (Blackmore, 2010; Fuller, 2022; Smyth, 1989; Strachan, 1999, 2010; Young & Skrla, 2003); anti‐racism (Aveling, 2007; Diem & Welton, 2020; Lopez & Jean‐Marie, 2021; Welton et al., 2019; Young & Laible, 2000); postcolonialism (Hickling‐Hudson, 2006; Lopez & Rugano, 2018; Samier, 2021); and relationality (Eacott, 2018; Heffernan et al., 2022; Regan & Brooks, 1995). These debates promoted thinking about ways of knowing, doing and being in the social world, which have been most effective in advancing scholarship.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades

Arar,

Yilmaz,

Koschoreck

2024

Review of Education

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This paper offers a meta‐analysis scoping study of doctoral dissertations completed in the last 20 years in one doctoral programme of Educational Leadership (EL) at a higher education institution in Texas, aiming at identifying topical foci, epistemology, methodology and main themes. Therefore, we systematically collected, documented, securitised and analysed completed dissertations following the steps identified by PRISMA guidelines. The review aimed to answer the following four questions: (1) What are the general trends of doctoral dissertations in the studied programme? (2) What is the topical foci of these dissertations? (3) What are the prevailing epistemological constructs and genres informing this work? (4) What are the gaps in this research focus within the scope of educational leadership and policy? Based on our analysis, four main key themes were identified: educational leadership and policy, public education, equity and social justice, and race and ethnicity. Further implications, utility of research and future dissertations in educational leadership in this programme and other similar programmes are fully discussed.

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“…It is argued that an effective school leader is second to an effective classroom teacher in terms of influence on student learning outcomes (Leithwood et al, 2020 ). They create the organizational culture that is conducive for quality learning (Sun & Leithwood, 2015 ); upsurge the motivation of teachers and staff (Sortkaer et al, 2018 ); encourage risk-taking (Ghamrawi, 2013 ; Heffernan et al, 2022 ); and contribute to equity in schools (Mayger & Provinzano, 2022 ; OECD, 2016 ).…”

Section: Importance Of the Studymentioning

confidence: 99%

Toward agenda 2030 in education: policies and practices for effective school leadership

Ghamrawi

2023

Educ Res Policy Prac

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School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO’s Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

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The emotional intensity of educational leadership: a scoping review

Cited by 31 publications

References 152 publications

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights

Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades

Toward agenda 2030 in education: policies and practices for effective school leadership

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