Mapping the International Knowledge Base of Educational Leadership, Administration and Management: A Topographical Perspective

Autor/inn/en	Tian, Meng; Huber, Stephan Gerhard
Titel	Mapping the International Knowledge Base of Educational Leadership, Administration and Management: A Topographical Perspective
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 1, S.4-23 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tian, Meng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1585757
Schlagwörter	Instructional Leadership; Educational Administration; Comparative Education; Journal Articles; Research Reports; Trend Analysis; Educational Trends; Neoliberalism; Criticism; Administrative Organization; Educational Theories; Foreign Countries; Leadership Styles; Well Being; Administrator Characteristics; Coping; Job Satisfaction; Principals; Stress Variables; Teacher Administrator Relationship; Barriers; School Effectiveness; Governance; Educational Change; Educational Policy; Educational Practices; Disadvantaged Schools; Elementary Secondary Education; Europe; Asia; Middle East; Africa; South America + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Vergleichende Erziehungswissenschaft; Journal article; Zeitschriftenaufsatz; Research report; Forschungsbericht; Trendanalyse; Bildungsentwicklung; Neo-liberalism; Neoliberalismus; Kritik; Educational theory; Theory of education; Bildungstheorie; Ausland; Führungsstil; Well-being; Wellness; Wohlbefinden; Bewältigung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Principal; Schulleiter; Schuleffizienz; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Bildungsreform; Politics of education; Bildungspraxis; Europa; Asien; Vorderasien; Afrika; Südamerika
Abstract	This study mapped the international knowledge base of educational leadership, administration and management (EdLAM) from a topographical perspective. Altogether 1651 publications from 18 peer-reviewed English journals published between 2007 and 2016 were reviewed. Combining bibliometric and content analyses, the authors identified 55 countries and regions that produced EdLAM publications. About half the publications came from five Anglo-Saxon countries, a quarter from Europe and a quarter from four emerging regions (Asia, the Middle East, Africa and Latin America). In each cluster of countries, key EdLAM research themes were identified and illustrated with reviewed literature. The overall development trends of EdLAM research include the continuous theorisation and empirical investigation of EdLAM, the increasing critical voices against Neoliberalism and the New Public Management in education, the growing awareness of contextualising EdLAM research locally, and the rising value of comparative studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01