A Systematic Review of Principals' Leadership Identity from 1993 to 2019

Autor/inn/en	Cruz-González, Cristina; Rodríguez, Carmen Lucena; Segovia, Jesús Domingo
Titel	A Systematic Review of Principals' Leadership Identity from 1993 to 2019
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 1, S.31-53 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez, Carmen Lucena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219896053
Schlagwörter	Educational Research; Leadership Role; Professional Identity; Professional Development; Principals; School Administration; Context Effect; Political Influences; Racial Bias; Gender Bias; Work Experience; Leadership Training + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Principal; Schulleiter; Political influence; Politischer Einfluss; Racial discrimination; Rassismus; Geschlechterstereotyp; Employment experience; Job experience; Occupational experience; Berufserfahrung; Führungslehre
Abstract	There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals' professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01