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Article Information
Article first published online: August 10, 2020; Issue published: March 1, 2022
Received: December 21, 2019; Revisions received: May 14, 2020; Accepted: June 22, 2020
Author
Yanzheng Li (李艳征)
University of South Florida
Abstract
Purpose: The purpose of this literature review is to investigate the effectiveness of transformational school leadership (TSL) in Chinese K–12 settings between 2010 and 2019. The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions.
Design/Approach/Methods: Vote counting method and narrative synthesis were applied in this review.
Findings: This review found the majority of the studies were quantitative, which indicates that qualitative and mixed-method studies should be encouraged. This review also identified 12 major outcome variables, including 9 teacher-level variables, 2 school-level variables, and 1 student-level variable. Additionally, the effects of transformational leadership on these outcome variables were uniformly significant, including both direct and indirect effects. Future studies should expand the scope of school-level and student-level outcome variables, but particularly student-level outcome variables.
Originality/Value: This is the first systematic review on the effectiveness of TSL research in China, which included both English and Chinese studies.
Keywords
China, literature review, transformational school leadership