The purpose of the review is to explore the main
methodological approaches used to research leadership in the field of
education. This article offers a small-scale systematic review spanning three
years of empirical research (from 2016 to 2019) on educational leadership.
Practice within the field focused on stories told by former educational
leaders, and their prescriptions for practice were based on their ideological
beliefs and personal experiences in life. To identify suitable empirical
research studies a bounded search was carried out into specific bibliographic
databases such as, “Educational Resources Information Centre” (ERIC), and “The
British Educational Leadership, Management and Administration Society”
(BELMAS). In total, 23 empirical studies on educational leadership were sampled
from 11 peer-reviewed journals. The findings suggest that from 2016 onward mixed
methods and case study research designs have become increasingly important in
the field of educational leadership. Interviews, observations, focus groups and
document analysis have been the most common data collection methods in
qualitative studies, while surveys and close-ended questionnaires have been
dominant methods to collect quantitative data in this area. The average number
of participants involved in the qualitative studies was 30, and 400 was a good
sample size for quantitative studies. The most widely used methods for
analyzing qualitative data were grounded theory, thematic analysis, and content
analysis. The primary methods for analyzing quantitative data were factor
analysis and descriptive statistics analysis.
This systematic review represents diverse and rich resources for current
and future scholarship. Studying these resources provides a better appreciation
of how methodological approaches have been developed in the field of
educational leadership and management over time.
Author(s)details:-
Hengameh Karimi
Oxford Business College (OBC), Oxford, UK.
Sarwar Khawaja
SK HUB Ltd., UK.
Please See the book
here :- https://doi.org/10.9734/bpi/pller/v9/136
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