scholarly journals SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW

2020 ◽  
Vol 5 (1) ◽  
pp. 189-210
Author(s):  
Donnie Adams ◽  
Vicneswary Muthiah
Keyword(s):  
Systematic Review ◽  
Student Performance ◽  
Principal Leadership ◽  
21St Century ◽  
School Principals ◽  
School Context ◽  
Leadership Challenges ◽  
Keywords Screening ◽  
21St Century Leadership ◽  
Personal Challenges

Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.   Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents.     Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.   Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.   Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.   Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review.  Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210

A systematic review of key contextual challenges facing school principals: Research-informed coping solutions

2021 ◽  
pp. 174114322110614
Author(s):  
Alireza Tamadoni ◽  
Rezvan Hosseingholizadeh ◽  
Mehmet Şükrü Bellibaş
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
School Principals ◽  
School Context ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Context Sensitive ◽  
Supportive Culture ◽  
Institutional Contexts

The function of school leadership has been significantly changed by the multi-layered school context to meet the demands of stakeholders. Increasing autonomy and accountability pressures have made it difficult to maintain the balance of principals’ tasks, which gives rise to a variety of challenges. This study adopted a descriptive quantitative form of a systematic review to analyse 169 related studies about the challenges faced principals and research-informed coping solutions for such challenges published in the international journals indexed by the WoS, SCOPUS, and ERIC databases between 2001 and 2020. This analysis identified 734 contextual challenges, including challenges related to principals’ roles and actions (31%) influenced by institutional contexts (24%), socio-cultural contexts (11%), stakeholders (3.4%), and parents (5.2%). Additional contextual challenges were related to the leading staff (6%) and teachers (7.9%). Finally, 11.2% of the contextual challenges corresponded with concerns about student performance. This research highlights the need for modifying leadership preparation programs in a context sensitive manner, active participation of all stakeholders in setting school targets and methods for achieving them, and creating a supportive culture that encourages mutual progressive trust between governments, local communities, and school principals.

The pests of a pest: A systematic review of ectoparasitic fauna among synanthropic rodents in the 21st century with meta-analysis

Acta Tropica ◽  
2021 ◽  
Vol 215 ◽  
pp. 105802
Author(s):  
Jeffery Ho ◽  
Tanasak Changbunjong ◽  
Thekhawet Weluwanarak ◽  
Sabir Hussain ◽  
Olivier Sparagano
Keyword(s):  
Systematic Review ◽  
21St Century ◽  
Meta Analysis ◽  
Synanthropic Rodents

scholarly journals Schizophrenia outcomes in the 21st century: A systematic review

2021 ◽  
Author(s):  
Peter Huxley ◽  
Anne Krayer ◽  
Rob Poole ◽  
Louise Prendergast ◽  
Sanjaya Aryal ◽  
...  
Keyword(s):  
Systematic Review ◽  
21St Century

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

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