Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years

Autor/inn/en	Boyce, Jared; Bowers, Alex J.
Titel	Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years
Quelle	In: Journal of Educational Administration, 56 (2018) 2, S.161-182 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-06-2016-0064
Schlagwörter	Instructional Leadership; Educational Research; Meta Analysis; National Surveys; Elementary Secondary Education; Data Analysis; Principals; Professional Autonomy; Adult Development; Educational Environment; Teacher Attitudes; Job Satisfaction; Teacher Persistence; Literature Reviews; Statistical Analysis; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Auswertung; Principal; Schulleiter; Berufsfreiheit; Erwachsenwerden; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Statistische Analyse
Abstract	Purpose: Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set. Design/methodology/approach: The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics. Findings: There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model. Originality/value: This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01