School Leadership Theories and the Malaysia Education Blueprint: Findings from a Systematic Literature Review

Autor/inn/en	Bush, Tony; Abdul Hamid, Suriani; Ng, Ashley; Kaparou, Maria
Titel	School Leadership Theories and the Malaysia Education Blueprint: Findings from a Systematic Literature Review
Quelle	In: International Journal of Educational Management, 32 (2018) 7, S.1245-1265 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-06-2017-0158
Schlagwörter	Foreign Countries; Leadership Styles; Models; Educational Change; Transformational Leadership; Instructional Leadership; Participative Decision Making; Indonesian Languages; English; Theories; Outcomes of Education; Teacher Leadership; Elementary Secondary Education; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Führungsstil; Analogiemodell; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Indonesisch; English language; Englisch; Theory; Theorie; Lernleistung; Schulerfolg; Lehrerfunktionsstelle
Abstract	Purpose: The purpose of this paper is to provide a systematic review of the Malaysian literature on three prominent leadership models (instructional, distributed and transformational), linked to a major educational reform initiative captured in the Ministry of Education's Malaysia Education Blueprint (MEB). Design/methodology/approach: The approach is a systematic review of all relevant Malaysian literature, in English and Bahasa Malaysia, on instructional, distributed and transformational leadership and alternative terms linked to these models. Findings: The findings show that there is an emerging literature on these leadership models and their prevalence in Malaysian schools but that they have been interpreted in ways that are distinctive to the highly centralised Malaysian context. For example, instructional leadership is prescribed, so there is some evidence of its practice, notably in respect of monitoring. Similarly, distributed leadership is allocative, rather than emergent, as suggested in western literature. Research limitations/implications: The findings show that, while research on these models is emerging, much more research is required to establish whether and how leadership practice in Malaysia differs from that outlined in the normative western literature. Practical implications: There is emerging evidence to suggest that instructional and distributed leadership, if enacted carefully, can have a positive impact on student outcomes. Social implications: The leadership models were developed in western, mainly decentralised, contexts, and there are clear implications for how such models might apply in highly centralised cultures, such as that prevailing in Malaysia. Originality/value: This is believed to be the first systematic review of the Malaysian literature on school leadership models, linked to the MEB. It is also distinctive in including both English language and Bahasa Malaysia sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01