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The Leadership for Learning (LfL) framework is often used to investigate the effect of leadership on student achievement (SA). This framework encompasses instructional leadership (IL), transformational leadership (TL), and distributed leadership (DL) qualities that are likely to influence teaching–learning processes at school. The existing literature indicates that LfL can influence both teacher performance and practices and students' achievement significantly. The current study aims to investigate the mediating role of teacher performance in the relationship between LfL and student achievement using meta-analytical structural equation modeling (MASEM). Correlation values obtained from 60 studies (a total of 36,331 participants) investigating the relationship between these variables were used for the meta-analysis. The findings showed that all three types of leadership affected teacher performance directly, and teacher performance had a direct effect on student achievement. While the effect of IL on SA was mostly indirect, TL and DL were found to affect student achievement both directly and indirectly through teacher performance. Our findings suggest significant implications for not only researchers but also policy-makers and practitioners to improve school performance. [ABSTRACT FROM AUTHOR]

With the advent of digital technologies that have rapidly changed the functioning of societies, digital leadership has also become a novel imperative for the effective functioning of organizations. As the backbone of societal development, educational institutions have not been exempt from the influence of these new trends, which has ignited a growing research interest in the digital leadership roles of school administrators. This study aims to map the conceptual and thematic evolution of this research on digital leadership in the education field to offer a better insight into the strategic themes that are sufficiently or insufficiently addressed; that is, to identify aspects that are clearly defined or left shrouded in shadow. This study employed science mapping methodology and used SciMAT software (version 1.1.04) to map the evolution of thematic strands across three periods of the field's development. The analysis was conducted using metadata obtained from 174 articles that are indexed on WoS and Scopus. The results indicated that with a growing focus on technology or e-leadership, considering the developments in the world of computers and the internet, research into digital leadership has gained momentum in recent years, particularly following the COVID-19 pandemic. Digital leadership is regarded as a broader concept for application in investigating the knowledge, skills, competencies, and perspectives of school leaders to facilitate the healthy integration of digital technologies into education, school administration, and student learning. The field seems to require investigations into the many aspects of digitalization in education to build a more solid and insightful knowledge base to guide the effective practice of digital leadership in schools. [ABSTRACT FROM AUTHOR]

This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis of 7282 articles retrieved from the Scopus and WoS databases. SciMAT software (version 1.1.04) was used to analyze changes over four sequential time periods and to exhibit the thematic evolution of the field—Period 1 (1907 to 2004), Period 2 (2005 to 2012), Period 3 (2013 to 2019), and Period 4 (2020–2023). Research during Period 1 focused on principals and included efforts to distinguish between their administrative functions and forms of 'strong' leadership contributing to school improvement. Period 2 included research aimed at understanding what strong principal leadership entailed, including the development and testing of more coherent models of such leadership. While instructional and transformational leadership models were prominent during Periods 1 and 2, Period 3 research invested heavily in conceptions of leadership distribution. Early research about 'social justice leadership' appeared during this period and eventually flourished during Period 4. While principals were an active focus through all Periods, the leadership of others gradually dominated ELR and accounted for the broader leadership theme found in all four periods. The results point to the evolutionary nature of ELR development, which eventually produced a relatively robust knowledge base. Experiences with the COVID-19 pandemic suggest that crises such as this might prompt more revolutionary orientations in the ELR field. [ABSTRACT FROM AUTHOR]

Transformational leadership has been persistently studied in the educational administration field considering that it can be a viable tool to respond to the increasing demands on school systems for greater effectiveness. As a result, a rich knowledge base has been accumulated. Our study aims to investigate this knowledge base by combining bibliometric and science mapping analysis so as to exhibit its intellectual and conceptual architecture, and to reveal the strategic themes that emerged during the scientific evolution of transformational school leadership (TSL). 300 articles retrieved from the Scopus database were included in the analysis. The thematic evolution analysis was performed using the SciMAT software over three time periods: the Incubation Period (1989–2009), the Development Period (2010–2020), and the Maturation Period (2021–2022). The findings show that research during the Incubation Period mostly attempted to conceptualize TSL while it mostly focused on principals, instructional leadership, and self-efficacy during the Development Period. The mentoring theme emerged during the first period but disappeared later without being fully-developed. Teacher leadership emerged as a weakly-addressed theme during all periods. Work-family conflict and digital competencies were the two prominent themes during the Maturation Period while online learning and learning culture were found to be the emerging themes. The findings suggest significant implications for the sustainable development of the TSL research field. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is one of the ground-breaking innovations of the 21st century that has accelerated the digitalization of societies. ChatGPT is a newer form of AI-based large language model that can generate complex texts that are almost indistinguishable from human-generated text. It has already garnered substantial interest from people due to its potential utility in a variety of contexts. The current study was conducted to evaluate the utility of ChatGPT in generating accurate, clear, concise, and unbiased information that could support a scientific research process. To achieve this purpose, we initiated queries on both versions of ChatGPT regarding digital school leadership and teachers' technology integration, two significant topics currently discussed in educational literature, under four categories: (1) the definition of digital leadership, (2) the digital leadership skills of school principals, (3) the factors affecting teachers' technology integration, and (4) the impact of digital leadership on teachers' technology integration. Next, we performed a comparative analysis of the responses generated by ChatGPT-3.5 and ChatGPT-4. The results showed that both versions were capable of providing satisfactory information compatible with the relevant literature. However, ChatGPT-4 provided more comprehensive and categorical information as compared to ChatGPT-3.5, which produced responses that were more superficial and short-cut. Although the results are promising in aiding the research process with AI-based technologies, we should also caution that, in their current form, these tools are still in their infancy, and there is a long way to go before they become fully capable of supporting scientific work. Meanwhile, it is significant that researchers continue to develop the relevant knowledge base to support the responsible, safe, and ethical integration of these technologies into the process of scientific knowledge creation, as Pandora's box has already been opened, releasing newer opportunities and risks to be tackled. [ABSTRACT FROM AUTHOR]

This study is grounded on the idea that women academics could be experiencing significant challenges and injustices in the gender-blind, market-driven, and performative culture of the neoliberal academe. The study particularly explores the perceptions of Turkish academic women regarding their career experiences, and evaluates these perceptions in respect to their subjective well-being. The data was gathered through in-depth interviews with twenty-eight women academics from Turkish state universities. The analysis revealed that academic women who managed to achieve academic status and esteem seemed to have paid the price in their private lives and given in a lot in regard to their well-being. Implications were made to improve work conditions in the academe so that women do not have to pay such a penalty to make a successful academic career. [ABSTRACT FROM AUTHOR]

This qualitative case study examines the macro role transition experiences of the ex-school principals who were returned to teaching following an abrupt policy change in 2014. Based on an existing model of macro role transition and role identification by Ashforth, the present study aims to understand the challenging consequences of this subtractive status degradation for these ex-principals as well as their identity remaking processes. The data was collected through semi-structured interviews with 15 ex-principals who underwent this experience. The thematic analysis of the data revealed that the high-magnitude and socially undesirable nature of their macro role transition fostered negative valence and increased the difficulty of transferring into the teaching role. The analysis also demonstrated that this troublesome role transition experience had some detrimental effects on their identity remaking. A well-planned and clearly articulated policy change could provide principals with the necessary psychological and academic support, and lessen the speculations that could have impaired the role transition process. [ABSTRACT FROM AUTHOR]

Leadership and teacher professional development are two of the most significant factors influencing student outcomes. This study adopted leadership for learning as its theoretical framework to investigate the effect of leadership on teachers’ engagement with teacher professional development, and the mediating roles of teacher self-efficacy and collective teacher efficacy in this relationship. With this purpose, the study employed meta-analytical structural equation modelling on data from 102 studies with a sample size of 100,211 participants from 23 countries. The results indicated that leadership for learning had a ‘large’ effect on teacher professional development, teacher self-efficacy and collective teacher efficacy. Similarly, a significant relationship was found between teacher professional development, teacher self-efficacy and collective teacher efficacy as well as between teacher self-efficacy and collective teacher efficacy. These results supported both the study hypothesis and the results evident in the literature. [ABSTRACT FROM AUTHOR]