However, because of the tremendous diversity with respect to how children are schooled, and the limited research in educational administration highlighting the contextual differences in schooling prac

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Transformational Leadership and Organizational Processes: Influencing Public Performance (2016) · doi

  However, a key question has not been adequately addressed in prior literature on the topic: how do leadership processes make a difference? Using data on New York City public schools, this article explores the organizational mechanisms by which a specific form of principal's leadership—transformational leadership—influences objective organizational outcomes as measured by standardized test scores.

  Keywords: leadership organizational question adequately addressed prior literature topic processes make difference using york city public
• Principal Leadership in Junior Secondary Schools in Trinidad and Tobago (2000)

  However, because of the tremendous diversity with respect to how children are schooled, and the limited research in educational administration highlighting the contextual differences in schooling practices, there seems to be an urgent need to study school leadership in all settings.

  Keywords: tremendous diversity respect children schooled limited educational administration highlighting contextual differences schooling practices there seems
• New Public Management in Education: A Call for the Edupreneurial Leader? (2018) · doi

  Thus, the main purpose of this conceptual article is to explore the under-theorized and under-researched relationship of the new public management mix of autonomy and accountability on the one hand and leadership styles (as they are practiced by school principals) on the other hand.

  Keywords: hand thus main purpose conceptual article explore theorized researched relationship public management autonomy accountability leadership
• Autonomy, Instructional Leadership and Improving Outcomes – The LSLD Reforms in NSW, Australia (2022) · doi

  Believed to provide opportunities for context-sensitive decision-making, what remains unclear is how does shifting increasing management to the school-level generate the type of leadership necessary to improve outcomes? Drawing from a subset from an Australian study of school autonomy, we argue that reforms simply cannot improve outcomes as they generate work that takes leaders and educators away from teaching and learning activities and sustain if not advance enduring inequities in the system.

  Keywords: school generate improve outcomes believed provide opportunities context sensitive decision making remains unclear shifting increasing