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Mapping educational leadership, administration and management research 2007–2016

Mapping educational leadership, administration and management research 2007–2016 The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations.Design/methodology/approachThis study combines bibliometric and content analysis methods to review 2,347 publications from 15 core EdLAM journals published from 2007 to 2016.FindingsThe bibliometric analysis identified five EdLAM thematic strands: school leadership for enhancing students’ academic achievement and teachers’ effectiveness; leadership for educational change, accountability and promoting democratic values; leadership for social justice, equal education and narrowing achievement gaps; principal’s instructional leadership for school improvement; and distributed leadership and its impact on organisational climate and teachers’ attitudes and stress. The content analysis revealed that the EdLAM research from 2007 to 2016 further developed the following research areas: the dynamics between leaders and teachers in leadership work, the potential risks of distributed leadership and the EdLAM challenges brought by the New Public Management and neoliberalism.Originality/valueThis study depicts state-of-the-art EdLAM research. It confirms the combination of bibliometric and content analyses as a useful approach for large-scale review studies. Finally, this review suggests future research directions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Mapping educational leadership, administration and management research 2007–2016

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0957-8234
DOI
10.1108/jea-12-2018-0234
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations.Design/methodology/approachThis study combines bibliometric and content analysis methods to review 2,347 publications from 15 core EdLAM journals published from 2007 to 2016.FindingsThe bibliometric analysis identified five EdLAM thematic strands: school leadership for enhancing students’ academic achievement and teachers’ effectiveness; leadership for educational change, accountability and promoting democratic values; leadership for social justice, equal education and narrowing achievement gaps; principal’s instructional leadership for school improvement; and distributed leadership and its impact on organisational climate and teachers’ attitudes and stress. The content analysis revealed that the EdLAM research from 2007 to 2016 further developed the following research areas: the dynamics between leaders and teachers in leadership work, the potential risks of distributed leadership and the EdLAM challenges brought by the New Public Management and neoliberalism.Originality/valueThis study depicts state-of-the-art EdLAM research. It confirms the combination of bibliometric and content analyses as a useful approach for large-scale review studies. Finally, this review suggests future research directions.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Mar 23, 2020

Keywords: Content analysis; Management; Administration; Bibliometric analysis; Science mapping; Educational leadership; Mapping review

References