Author | Year | Journal | Keywords | Data analysis | Sample size |
1. | 2016 | EMAL | High-capacity schools | Thematic analysis | Not specified |
2. | 2016 | International Journal of Educational Management | Impact of leadership on teacher & student learning | Cluster analysis | 51 teacher &principal |
3. | 2016 | South African Journal of Education | Leadership styles & school improvement | 1. Iterative process 2. Factor analysis | 100 (quant.) & 8 (qual.) |
4. | 2016 | JEA | Leadership & teacher learning | 1. Factor analysis 2. Structural equation modelling (SEM) | 1259 |
5. | 2016 | School Leadership and Management | Leadership styles & classroom development | 1. Thematic analysis 2. Content analysis | 42 stakeholders |
6. | 2016 | EAQ | Leadership styles & student learning | 1. Factor analysis 2. Structural equation modelling (SEM) | 1775 (quant.) & qualitative not specified |
7. | 2016 | International Journal of Teacher Leadership | Critical educational leadership | Pragmatic horizon analysis (PHA) | 6 |
8. | 2016 | Universal Journal of Educational Research | Leadership styles & teachers’ behaviours | 1. T-test 2. Regression analysis | 393 teachers |
9. | 2016 | Eurasian Journal of Educational Research | Leadership styles | 1. Spearman’s correlation analysis 2. Multiple linear regression analysis (MLRA) | 402 teachers |
10. | 2017 | EMAL | Leadership styles | 1. Descriptive statistics analysis 2. Iterative categorisation (IC) | 130 (quant.) & 16 (qual.) |
11. | 2017 | School Leadership and Management | Teacher leadership | 1. Content analysis 2. Grounded theory | 79 teachers |
12. | 2017 | EAQ | Leadership styles | Activity theory | 13 teachers & principals |
13. | 2017 | International Journal of Leadership in Education | School leadership & capacity building | 1. Descriptive statistics (NVivo 10 software) 2. (Not specified) | 19 principals |
14. | 2019 | EMAL | School leadership & school improvement | 1. Descriptive statistics (SPSS v.23 software) 2. Content analysis | 282 teachers & 14 principals |
15. | 2017 | EMAL | School leadership development | 1. Descriptive statistics (using NVivo 10 software) 2. Grounded theory | 58 teachers &principals |
16. | 2017 | EMAL | School leaders’ professional isolation | 1. Descriptive statistical analysis-standard deviation 2. Content analysis | 170 (quant.) &10 (qual.) |
17. | 2018 | EMAL | Leadership & change in school | 1. Descriptive statistics analysis 2. Thematic analysis | 75 (quant.) & 5 (qual.) |
18. | 2018 | School Leadership and Management | Leadership & staff development | Thematic analysis | 89 teachers &principals |
19. | 2018 | International Journal of Leadership in Education | Professional practice of superintendent | Conversational analysis | 1 |
20. | 2018 | EMAL | Effective school leadership and student outcome | 1. Descriptive comparative analysis 2. Cluster analysis | Not specified |
21. | 2019 | Africa Education Review | Leadership styles & teacher development | Content analysis | 50 teachers &principals |
22. | 2019 | EMAL | Leadership styles | 1. Cronbach’s alpha test 2. Grounded theory | 535 (quant.) & 12 (qual.) |
23. | 2019 | Leadership and Policy in Schools | Leadership behaviour | Categorisation | 207 teachers |