This article reports the results of a systematic review of research on educational leadership and management (EDLM) in Muslim societies. Quantitative methods were employed to examine 362 articles published in eight core international EDLM journals. This review examined general patterns of knowledge production, as well as research topics, conceptual models, and methods employed by scholars in Muslim societies. The results show that 44% of the articles had been published in the past 4 years, and 67% in the past 8 years. Turkey, Malaysia, and the United Arab Emirates (UAE) qualified as the largest producers of knowledge production (45.6%). Almost 88.4% of the literature consisted of empirical studies with topical foci focused on leadership in K-12, principals, organizational behavior, climate, and culture. Recommendations were provided to advance the development of knowledge production in the field.

The present study utilizes the Meyer and Allen three-component model of organizational commitment to measure commitment among faculty members in Saudi Arabia. The study further investigates the relationship between the faculty's demographic variables (gender, academic rank, college cluster, years of experience, and nationality) and their organizational commitment. A survey research design was used to measure 185 faculty members' commitment to their organizations. This study's results demonstrate high levels of effective organizational commitment among respondents. Academic rank was found to be significantly related to organizational commitment among other demographic variables. The implications of the study could be used to improve organizational commitment among faculty members in Saudi Arabia.

Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.

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