A Bibliometric Review of Research Trends in Educational Leadership (Published)
Little attempt has been made to map global research trends in Educational Leadership. This paper presents a bibliometric review of the application of Leadership theories in OM to determine research trends and gaps in Educational Leadership. A total of 50 publications on Educational Leadership from 2015 to 2023 were reviewed. The analysis was done with the VOSviewer software (version 1.6.13). The analysis focused on the bibliographic coupling of countries, co-authorship of authors, citation of documents, and co-occurrence of keywords, Educational, Theories, Leadership, Organisation, and Culture which were presented as network visualization maps. The findings revealed that the Educational, Distributed, Social Justice Leadership, Theories, and Organisation Culture publication trends, although not completely gradient, have been upwards since 2015. United States, Finland, United Kingdom, Norway, Netherlands, Sweden, and Malaysia were the countries that have had a great impact in this research area. Both the keywords and document citation analysis revealed three distinct phases in the evolution of Educational Leadership research. Only one data source – Scopus – was used. Therefore, the representation of publications presented in this study are limited to only Scopus data source.
Keywords: distributed leadership, educational leadership, network visualization maps, organisation culture, social justice leadership, theories
MAINSTREAMING THE FUNCTIONAL CONCERNS OF FEMALE LEADERSHIP IN BASIC SCHOOLS IN THE AKUAPEM SOUTH MUNICIPALITY OF GHANA: ASPECTS OF PERFORMANCE AND CHALLENGES IN A MALE DOMINATED CULTURE. (Published)
This research conducted in Ghana suggests that the world is witnessing an emerging trend in increased female leadership abilities in predominantly male dominated environments, which tends to inhibit the development. This article addresses issues that give rise to this phenomenon using data collected through survey and interviews in a sequential and explanatory mixed method approach, and administered in the Akuapem South Municipality of Ghana. The researchers used purposive sampling to select 50 female leaders, and they analysed the data quantitatively and qualitatively using percentages and themes respectively. The study started with the theory that, prejudices associate female leadership in basic schools in the Akuapem South Municipality with attendant stereotyping, name calling and finger pointing, and these present challenges that affect the performance of female heads. The study sought to indentify and mainstream the performance and challenges of females in educational leadership in the context of male oriented cultural environment. The results show that female heads have ability to work as leaders to achieve goals on equal terms as their male counterparts. There is evidence however that female heads have some peculiar challenges as in: male dominance, threats and harassments from men, discrimination and interference from domestic responsibilities. These are generally expressed in acceptance and support problems from family, subordinates and other school administrators.
Keywords: cultural biases, educational leadership, female prejudices, gender inequalities, gender mainstreaming, task-oriented leadership