What do we know about novice school principals? A systematic review of existing international literature

Kılınç, Ali̇ Çağatay; Gümüş, Sedat

doi:10.1177/1741143219898483

Cited by 31 publications

(35 citation statements)

References 106 publications

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“…Several bibliometric review studies in the field of education have been referenced while constructing the conceptual framework applied in this study (e.g. Hallinger, 2020;Kılınç & Gümüş, 2021;Kovačević & Hallinger, 2020). A mix-methods review procedure was adopted to cover all the surfaces of the knowledge base in the process of analysis and interpretation of the data.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…• Inclusion (Indexes): SSCI, SCI-Expanded, A&HCI and ESCI • Inclusion (Document Types): Articles, reviews, and early access • Exclusion (Document Types): commentaries, books, chapters, conference papers, and editorials After the identification of the criteria for the review, a comprehensive keyword string that is the most frequently adopted way to find out the publications on a specific field was prepared (Kılınç & Gümüş, 2021). The initial search produced a total of 4422 documents (Figure 1).…”

Section: Identification Of Sourcesmentioning

confidence: 99%

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Exploring Educational Research during the COVID-19 Pandemic: 2020-2021

Polat¹

2022

FIRE

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Education has been one of the areas most affected by the consequences of the COVID-19 pandemic since December 2019. This bibliometric review presents “the big picture” of the knowledge production on educational research conducted between January 1, 2020, and October 31, 2021. For this purpose, the current status of the related knowledge base, the intellectual structure, and topical foci were analyzed through descriptive and bibliometric analyses using VOSviewer, Tableau, and Web of Science (WoS) analytical tools. The data set included a total of 3774 articles accessed through WoS. The findings reveal a rapidly growing global interest in educational studies related to the pandemic outbreak. However, highly skewed geographical distribution indicates an imbalance in the number of documents. Almost one-fifth of all researchers are from the USA, and authors from the top ten most productive countries published more than half of all publications. Citation and co-citation analyses shed light on the most prominent components of the related knowledge base. The intellectual structure is based on five “schools of thought” labelled “Global Perspectives to Education”, “Medical Education”, “Educational Psychology”, “Instructional Technologies for the 21st Century Education” and “Higher Education Studies”. Similarly, topical foci of the knowledge base yielded four distinct clusters concentrated on “Digitalization of Education”, “The Impacts of Psychological Variables”, “Medical Studies”, and “Curriculum and Instruction”. The current research fronts, the lack of topical coverage and other remarkable results are discussed in order to provide a baseline for further studies.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Identification Of Sourcesmentioning

confidence: 99%

Exploring Educational Research during the COVID-19 Pandemic: 2020-2021

Polat¹

2022

FIRE

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“…A school principal's role has become more dynamic in recent years, one subject to the many pressures, demands and various other factors in the new era of accountability (Alazmi and IJEM 35,1 Alenezi, 2020;Bogotch, 2014;Keddie and Holloway, 2019;Kılınç and G€ um€ uş, 2020). To reflect this changing role, most principals have indicated some level of concern about their ability to make legally correct decisions and acknowledged that they could make critical mistakes if they did not understand relevant aspects of the law (Findlay, 2006;Hariri et al, 2016).…”

Section: The Statement Of the Problemmentioning

confidence: 99%

Principals’ knowledge of school law in Kuwait: implications for professional development

Alazmi

2021

IJEM

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PurposeThe purpose of this study is to examine a principal's knowledge of school law in Kuwait. It further aims to examine the relationship between a principal's knowledge of school law and other variables.Design/methodology/approachThe study employed a quantitative research paradigm. Data for this study, collected via survey, were collected from a sample of 369 public school principals.FindingsUsing descriptive and inferential statistical methods, the findings indicated that school principals have only limited knowledge about the legal rights of teachers and students. Furthermore, the results revealed a significant difference in knowledge of school law relative to a principal's gender, school level, years of experience, knowledge source and the number of completed school law training courses.Practical implicationsThe implications for professional development programs which prepare all school leaders to serve the needs of students’ and teachers’ rights are included.Originality/valueStudies showed that there is a lack of research regarding a principal's legal knowledge in the Arab countries. As such, this study examined a school principal's knowledge of school law in Kuwait and discussed the associated implications for principal professional development programs.

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“…Another researcher has considered the moral characteristics of school principals as tolerance, justice-oriented, responsible, honest, democratic and respectful (28). One study (29) considered the ethical role of principals in school development to be important. Another study (25) showed that there is a significant (and expected) relationship between the general leadership abilities of school principals and their ethical behaviors.…”

Section: Introductionmentioning

confidence: 99%

Ethical Challenges of School Principals during of COVID-19

Ghasemzadeh

Mohammadi²,

Minaei³

2021

IJES

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Background: Today, societies pay attention to ethics and moral values, emphasizing that moral values should be preserved and kept alive in educational organizations. Therefore, the aim of the present study was to identify the ethical challenges of schools' principal in the Corona period. Methods: The present study was applied in terms of purpose and qualitative in terms of method. Its statistical population included educational management professors and schools' principal of West Azerbaijan Province. Sampling was done systematically through snowball technique and based on theoretical saturation criterion. Research data was collected by reviewing 21 articles related to the ethics of educational management or educational leadership in the COVID 19 period and then through semi-structured interviews (17 people) based on the model of qualitative interviews and its criteria, in an approximate. Data were categorized using thematic analysis method in the form of basic, organized and comprehensive themes. Results: The results showed that the ethical challenges of schools' principal in Corona period as a comprehensive theme included 98 basic themes. According to the classification of basic themes, 7 organizing themes, including professional ethics, social-communicative ethics, individual ethics, technical-educational ethics, spiritual ethics, behavioral ethics, and decision-making ethics were obtained. Conclusion:The results showed that the closure of schools under COVID exacerbated 19 ethical problems in the education policies and practices, creating moral challenges in them. In this regard, principals are expected to use their knowledge and ethical skills to improve their scientific knowledge to address the problem of students at school during the Corona epidemic.

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What do we know about novice school principals? A systematic review of existing international literature

Cited by 31 publications

References 106 publications

Exploring Educational Research during the COVID-19 Pandemic: 2020-2021

Exploring Educational Research during the COVID-19 Pandemic: 2020-2021

Principals’ knowledge of school law in Kuwait: implications for professional development

Ethical Challenges of School Principals during of COVID-19

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