literature review on instructional leadership

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Navigating Educational Leadership: Challenges, Styles, and Impacts -A Systematic Review

2024, International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence

The systematic review delves into the multifaceted landscape of educational leadership and management, highlighting diverse leadership styles, challenges in leadership development, impacts on teaching practices and student outcomes, and gender disparities in leadership roles. Transformational, instructional, and distributed leadership styles emerge as pivotal in shaping educational institutions, with effective practices positively influencing teaching quality and student achievement. However, challenges such as the lack of established qualifications for school leaders and gender disparities pose significant barriers to leadership development and equity. The study emphasizes the need for policymakers and stakeholders to prioritize the cultivation of effective leadership pipelines and support mechanisms to address these challenges. Initiatives to promote gender equity and empower women in leadership roles, such as scholarships and fellowships, are also advocated. Ultimately, the findings underscore the critical role of educational leadership in shaping the future of education and call for collaborative action to cultivate inclusive, effective, and visionary leadership practices that advance educational excellence and equity.

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Theories and Models of Educational Leadership

• First Online: 05 June 2018

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• Peter Grootenboer 2  

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In this chapter, the focus will be on leadership as it has been conceptualised and understood in the literature. This will be a selective review of the educational leadership literature, primarily focusing on those which have some connection to middle leading. Specifically, a significant part of this chapter is devoted to shared models and/or theories (e.g. distributed leadership, dispersed leadership), as these by definition include middle leaders. Central to the review is a commitment to the dual purposes of education outlined in Chap. 1—the development of individual students and the development of communities and society, and the focus on the classroom as the ‘hot spot’ of school education. ‘We know that principals’ effects on students are largely indirect. Their actions are mediated by the instructional program and the school culture’ (Murphy, Neumerski, Goldring, Grissom, & Porter, 2016, p. 459).

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In this chapter, the term leadership (i.e. a noun) is often used even though a feature of the whole book has been on ‘leading’ (i.e. a verb). This is because the literature primarily refers to educational leadership .

This is discussed in much more detail in later chapters.

To this end, Gronn ( 2009 ) proposed the idea of ‘hybrid leadership’—this will be briefly discussed in a later section.

There is not space to do justice to this theory of leadership here, but for a more fulsome account, see Gronn ( 2011 ).

For an overview of instructional leadership, see Chap. 2 in Hallinger and Wang ( 2016 ) and Murphy et al. ( 2016 ).

Although in this chapter, the term leadership has been used extensively because this is the word used in the models reviewed.

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Grootenboer, P. (2018). Theories and Models of Educational Leadership. In: The Practices of School Middle Leadership. Springer, Singapore. https://doi.org/10.1007/978-981-13-0768-3_2

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