Middle Leaders and Middle Leadership in Schools: Exploring the Knowledge Base (2003-2017)

Autor/inn/en	Harris, Alma; Jones, Michelle; Ismail, Nashwa; Nguyen, Dong
Titel	Middle Leaders and Middle Leadership in Schools: Exploring the Knowledge Base (2003-2017)
Quelle	In: School Leadership & Management, 39 (2019) 3-4, S.255-277 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Alma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2019.1578738
Schlagwörter	Middle Management; School Administration; Educational Research; Research Needs; Journal Articles; Foreign Countries; Leadership Role; Research Methodology; United Kingdom; Hong Kong; Singapore; Canada; Israel; Lebanon; Ireland; United States; Belgium; Australia; Spain; Bahrain; Vietnam; Sweden; Norway; China; Netherlands; Malaysia; New Zealand + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Journal article; Zeitschriftenaufsatz; Ausland; Research method; Forschungsmethode; Großbritannien; Hongkong; Singapur; Kanada; Libanon; Irland; USA; Belgien; Australien; Spanien; Schweden; Norwegen; Niederlande; Neuseeland
Abstract	The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01