The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
A review of the empirical research on teacher leadership (2003–2017): Evidence, patterns and implications
Open accessAbstract
Purpose: The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach: This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings: The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value: This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.
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Citations
Cites
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
York-Barr, J., & Duke, K. (2004) · Review of Educational Research · doi:10.3102/00346543074003255 · Cited by 1,848
Distributed Properties: A New Architecture for Leadership
Gronn, P. (2000) · Educational Management & Administration · doi:10.1177/0263211x000283006 · Cited by 1,049
The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature
Wenner, J. A., & Campbell, T. (2017) · Review of Educational Research · doi:10.3102/0034654316653478 · Cited by 823
Bringing context out of the shadows of leadership
Hallinger, P. (2018) · Educational Management Administration & Leadership · doi:10.1177/1741143216670652 · Cited by 755
Teacher Leadership as Distributed Leadership: Heresy, fantasy or possibility?
Harris, A. (2003) · School Leadership & Management · doi:10.1080/1363243032000112801 · Cited by 634
Self-citationHow Principals and Peers Influence Teaching and Learning
Supovitz, J., Sirinides, P., & May, H. (2010) · Educational Administration Quarterly · doi:10.1177/1094670509353043 · Cited by 633
A systematic review of studies on leadership models in educational research from 1980 to 2014
Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018) · Educational Management Administration & Leadership · doi:10.1177/1741143216659296 · Cited by 539
Hallinger, P., & Kovačević, J. (2019) · Review of Educational Research · doi:10.3102/0034654319830380 · Cited by 490
Teacher led school improvement: Teacher leadership in the UK
Muijs, D., & Harris, A. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.04.010 · Cited by 455
Self-citationHow teacher leaders influence others and understand their leadership
Fairman, J. C., & Mackenzie, S. V. (2015) · International Journal of Leadership in Education · doi:10.1080/13603124.2014.904002 · Cited by 292
Cited by
Tang, J., Bryant, D. A., & Walker, A. D. (2022) · Journal of Educational Administration · doi:10.1108/jea-01-2022-0018 · Cited by 55
Peng, S., & Huang, Y. (2024) · BMC Psychology · doi:10.1186/s40359-024-02110-z · Cited by 19
“Teachers’ leadership style refers to the gradual development of teachers’ educational activities, which is a way of behavior demonstrated by leading students to accomplish set goals [27].”
Background
Metadata
- Authors
- Nguyen, D., Harris, A., & Ng, D.
- Venue
- Journal of Educational Administration
- Publisher
- Emerald
- Published
- 2019-09-25
- Volume
- 58
- Issue
- 1
- Pages
- 60-80
- ISSN
- 0957-8234 (ISSN-L)
- OpenAlex
- W2976083442
- Cited by
- 328
- References
- 62
- FWCI
- 57.32
- Type
- journal article
- Language
- en
- Open access
- green
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- Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership (2003–2017): Evidence, patterns and implications. Journal of Educational Administration. https://doi.org/10.1108/jea-02-2018-0023
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
