Examining the Trends, Themes and Social Structure of Teacher Leadership Literature: A Bibliometric Review
Abstract
Over the past decade, teacher leadership has garnered significant attention, playing a pivotal role in educational reform and enhancement. This bibliometric analysis explores teacher leadership research within the Scopus database from 2014 to 2023. The study aims to identify emerging trends, research gaps, and future implications for educational practice. By reviewing diverse studies, it examines the impact of leadership styles on teacher morale, student achievement, and school improvement. Additionally, it investigates educators' roles in fostering positive school climates, driving change, and promoting collaboration within the educational community. The data collection involved retrieving 1048 articles using the keyword "teacher leadership." Tools such as Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics were employed to analyze the data. This analysis aims to deepen our understanding of the multifaceted dimensions of teacher leadership, providing valuable insights for researchers and practitioners. The study evaluates various bibliometric indicators, including language, subject area, publication trends, contributing countries, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results highlight a significant increase in teacher leadership literature from 2014 to 2023, with the United States leading in contributions, followed by Turkey. In conclusion, this bibliometric analysis offers a comprehensive overview of teacher leadership research over the past decade. The identified trends and research gaps provide valuable insights for researchers, educators, and policymakers, supporting the advancement of teacher leadership as a critical tool for enhancing educational outcomes and professional development in the 21st century.
Downloads
References
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International Journal of Scientific & Technology Research, 7(7), 19-29.
Aristodemou, L., & Tietze, F. (2018). The state-of-the-art on Intellectual Property Analytics (IPA): A literature review on artificial intelligence, machine learning and deep learning methods for analysing intellectual property (IP) data. World Patent Information, 55, 37–51. https://doi.org/10.1016/j.wpi.2018.07.002
Bellibaş, M. Ş. (2015). Principals’ and teachers’ perceptions of efforts by principals to improve teaching and learning in Turkish middle schools. Theory & Practice, Educational Sciences, 15(6).
Bornmann, L., & Daniel, H. D. (2005). Does the h-index for ranking of scientists really work?. Scientometrics, 65, 391-392.
Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. Aera Open.
Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977.
Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198.
Fackler, S., & Malmberg, L. E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195.
Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61-87.
Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530., 121(4), 501-530.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24.
Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration and Leadership, 46(5), 800–819. https://doi.org/10.1177/1741143217700283
Hartinah, S., Suharso, P., Umam, R., Syazali, M., Lestari, B., Roslina, R., & Jermsittiparsert, K. (2020). Retracted: Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia. Management Science Letters, 10(1), 235-246.
Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. The Elementary School Journal, 114(2), 200-224.
Jalapang, I., & Raman, A. (2020). Effect of instructional leadership, principal efficacy, teacher efficacy and school climate on students’ academic achievements. Academic Journal of Interdisciplinary Studies, 9(3), 82–92. https://doi.org/10.36941/ajis-2020-0043
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the covid-19 pandemic. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313448
Kilinç, A. Ç. (2014). Examining the Relationship between Teacher Leadership and School Climate. Educational Sciences: Theory and Practice, 14(5), 1729-1742.
Liu, P. (2021a). Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools. International Journal of Leadership in Education, 1-14.
Liu, S., & Hallinger, P. (2018). Principal Instructional Leadership , Teacher Self-Efficacy , and Teacher Professional Learning in China : Testing a Mediated-Effects Model. Educational Administration Quarterly, 54(4). https://doi.org/10.1177/0013161X18769048
Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91. https://doi.org/10.1016/j.tate.2016.05.023
Liu, Y. (2021b). Distributed leadership practices and student science performance through the four-path model: examining failure in underprivileged schools. Journal of Educational Administration, 59(4), 472-492.
Liu, Y, Bellibaş, M. Ş., & Gümüş, S. (2021). The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration. Educational Management Administration and Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. https://doi.org/10.1016/j.jclinepi.2009.06.005
Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700.
Polatcan, M. (2021). An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey. Professional Development in Education, 1-15.
Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement, 28(3), 463–488. https://doi.org/10.1080/09243453.2017.1319392
Shapira-Lishchinsky, O., & Tsemach, S. (2014). Psychological empowerment as a mediator between teachers’ perceptions of authentic leadership and their withdrawal and citizenship behaviors. Educational Administration Quarterly, 50(4), 675-712.
Shengnan, L., & Hallinger, P. (2021). Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration & Leadership, 49(2), 214-233.
Thien, L. M. (2019). Distributive leadership functions, readiness for change, and teachers’ affective commitment to change: A partial least squares analysis. Sage Open, 9(2), 2158244019846209.
Thien, Lei Mee, Liu, S., Yee, L. Q., & Donnie, A. (2023). Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis. Educational Management Administration and Leadership, 51(4). https://doi.org/10.1177/17411432211009892
Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in US schools. Teaching and Teacher Education, 79, 111-123.
Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111, 1053-1070.
Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26, 121-137.
Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21(7), 789-810.
Zakaria, R., Ahmi, A., Ahmad, A. H., & Othman, Z. (2021). Worldwide melatonin research: a bibliometric analysis of the published literature between 2015 and 2019. Chronobiology International, 38(1), 27–37. https://doi.org/10.1080/07420528.2020.1838534
Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration and Leadership, 47(6), 843–859. https://doi.org/10.1177/1741143218764176
_[eISSN___2504-8562]_-_Google_Scholar_-_Google_Chrome_30_11_2023_8_56_06_AM.png)
.png)
