ISSN: 2222-6990
Open access
This comprehensive systematic literature review ("SLR") seeks to give innovative information to future researchers about future agendas, research gaps, and the research needs of strategic leadership practises and their role in achieving competitive advantage in schools. Specifically, this comprehensive SLR aims to clarify an SLR that gives future researchers information about future agendas, research gaps, and the research needs of strategic leadership practises. The PRISMA guidelines served as the basis for this research project's framework. The findings suggested that what distinguishes our most recent comprehensive review of the relevant literature is not only the proliferation of strategic leadership practises but also the role that these practises play in giving schools in Europe, the United States of America, the United Kingdom, and Australia an advantage over other educational institutions in their respective regions. Countries in Asia, Africa, and the Middle East should pay more attention to strategic leadership practises and the role that these practises play in acquiring a competitive advantage in the research field of educational institutions. Below, you will find a list of proposals for innovative information that should be offered to future researchers about future agendas, research gaps, and the research needs of strategic leadership practises and their significance in achieving a competitive advantage in schools' research. such as utilising samples that are more extensive and applying quantitative research procedures such as longitudinal, experimental, and time-series design approaches.
Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next? Prospects, 38(1), 15–34. https://doi.org/10.1007/s11125-008-9055-0
Arend, R. J. (2020). Getting Nothing from Something: Unfulfilled Promises of Current Dominant Approaches to Entrepreneurial Decision-Making. Administrative Sciences 10, no. 3: 61. https://doi.org/10.3390/admsci10030061
Bounds M., Mallgate R., Zeeman A., Mayhew W., & van D., L. (2013). Focus business studies: Grade 12. Maskew Miller Longman.
Chennatuserry, J. C., Elangovan N., George L., &Thomas K. A., (2022). Clan Culture in Organizational Leadership and Strategic Emphases: Expectations Among School Teachers in India. Journal of School Administration Research and Development. 7, 1, pp. 50-59
Cherkowski, S. (2010). Leadership for diversity, inclusion, and sustainability: Teachers as leaders. Citizenship, Social and Economic Education, 9(1), 23–31. https://doi.org/10.2304%2Fcsee.2010.9.1.23
Clarke, D., & Winslade, M. (2019). A school-university teacher education partnership: Reconceptualising reciprocity of learning. Journal of Teaching and Learning for Graduate Employability, 10(1), 138–156
Cohen, L., Chang, P. P. W., Hendricks, J., Cope, V., & Harman, B. (2011). Enhancing Psychology Students’ Experiences: The Development of an Undergraduate Leadership Programme. Psychology Learning & Teaching, 10(2), 164–169.
https://doi.org/10.2304/plat.2011.10.2.164
Frost D., & Roberts J. (2004) From teacher research to teacher leadership: the case of the Hertfordshire learning preferences project, Teacher Development, 8:2-3, 181-199, DOI: 10.1080/136645304002000020231
de Villiers, E., & Pretorius, S. G. (2011). Democracy in schools: Are educators ready for teacher leadership? South African Journal of Education, 31(4), 574–589.
http://dx.doi.org/10.15700/saje.v31n4a453
DeMatthews, D., & Mawhinney, H. (2014). Social justice leadership and inclusion: Exploring challenges in an urban district struggling to address inequities. Educational Administration Quarterly, 50(5), 844–881.
https://doi.org/10.1177%2F0013161X1351444
Dudley, P., Pratt, M., Gilbert, C., Abbey, J., Lang, J. & Bruckdorfer, H. (2020). Crossschool “close-to practice” action research, system leadership and local civic partnershipre-engineering an inner-city learning community. London Review of Education, 18 (3), 390–407. https://doi.org/10.14324/LRE.18.3.05
Fullan, M. (2014). Leading in a culture of change personal action guide and workbook. John Wiley & Sons.
Gill, R. (2003). Change management—or change leadership? Journal of Change Management, 3(4), 307–318. https://doi.org/10.1080/714023845
Goncalves C., Andreia D. C., Cristiane R., P., Letícia F., Forno, R., S., Radu G., & Florinda M. (2021). Knowledge Management and the Political–Pedagogical Project in Brazilian Schools" Sustainability 13, no. 5: 2941. https://doi.org/10.3390/su13052941
Hamie, H. (2018). Gender Leadership and Excellence: The Case of Higher Education in Lebanon" Administrative Sciences 8, no. 4: 78. https://doi.org/10.3390/admsci8040078
Haan, H. H. (2015). Competitive advantage, what does it really mean in the context of public higher education institutions. International Journal of Educational Management, Vol. 29 Iss 1 pp. 44 – 61
Ismail, S. N., Muhammad, F., Kanesan, A. G., Yaacob, A., & (2018). Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality. International Journal of Instruction, 11(4), 485-498. https://doi.org/10.12973/iji.2018.11430a
Jooste, C., & Fourie, B. (2009). The role of strategic leadership in effective strategy implementation: Perceptions of South African strategic leaders. Southern African Business Review, 13(3). https://www.semanticscholar.org/paper/The-role-of-strategicleadership-in-effective-of-Jooste-Fourie/629a7e28c7ea53bc4318b97d7be0275428432c73
Kgothule, R. J., & Hay, J. (2013). Educators’ views on management practices in the implementation of inclusive education: An ecosystemic approach. Journal of Human Ecology, 42(1), 33–41. https://doi.org/10.1080/09709274.2013.11906579
Krause, J. (2015). Resource-Based Approach in Creating Competitive Advantages for Public Schools of Economics. Mediterranean Journal of Social Sciences, 6(4), 13. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/6897
Lebron, M. J., Brannon, D., Sanford, D., & Ellison, L. (2020). Applying Theory to Practice: Implementing a Live Case Competition in a Capstone Strategic Management Course. Journal of Management Education, 44(1), 66–100.
https://doi.org/10.1177/1052562919876006
Letseka, M. (2014). Ubuntu and justice as fairness. Mediterranean Journal of Social Sciences, 5(9), 544–551. http://dx.doi.org/10.5901/mjss.2014.v5n9p544
Joyce, L. (2016). Aligning vertical structures and horizontal relationships: collaborative leadership and accountability mechanisms to enhance economic growth in England. International Review of Administrative Sciences,
002085231665169.doi:10.1177/0020852316651694
McGlynn, C., & London, T. (2013). Leadership for inclusion: Conceptualising and enacting inclusion in integrated schools in a troubled society. Research Papers in Education, 28(2), 155–175. https://doi.org/10.1080/02671522.2011.600458
Moore G., Arya V., Chahine E., Ginsburg D., Hess K., Moye P., Nelson P, & Ekoma J. (2017). Report of the 2017-2018 Strategic Engagement Standing Committee. Am J Pharm Educ. 2018 Sep;82(7):7148. doi: 10.5688/ajpe7148. PMID: 30323400; PMCID: PMC6181162.
Motitswe, J. (2014). Furthering inclusive education through full-service schools: A workable strategy? Mediterranean Journal of Social Sciences, 5(8), 415–422. http://dx.doi.org/10.5901/mjss.2014.v5n8p415
Msila, V. (2008). Ubuntu and school leadership. Journal of Education, 44(1), 67–84 https://www.researchgate.net/profile/Vuyisile-Msila/publication/228625626_Ubuntu_and_school_leadership/links/0912f50c829b19ec3a000000/Ubuntu-and-school-leadership.pdf
Muller, U., Armin L., & Hancock., D. (2020). Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals" Sustainability 12, no. 7: 3031. https://doi.org/10.3390/su12073031
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., & Mulrow, C. Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, n71.
Paletta, A., Basyte F., & Alimehmeti, G. (2020). How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy. Educational Administration Quarterly, 56(1), 123–173.
https://doi.org/10.1177/0013161X19840398
Portela, A. (2011). Identity, school inclusion and leadership. Contemporary Management Quarterly, 2, 11–22. https://bibliotekanauki.pl/
Ramango, S., & Naicker, S. (2022). Conceptualising a framework for school leaders as they foster an inclusive education culture in schools. Journal of Education (University of KwaZulu-Natal), (86), 85-106. https://dx.doi.org/10.17159/2520-9868/i86a05
Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles, and a model of inclusive leadership? Educational Review, 61(4), 433–447. https://doi.org/10.1080/00131910903404004
Shawn X., & Roshini, P. (2017) Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective, Medical Education Online, 22:1, 1396174, doi:10.1080/10872981.2017.1396174
Shields, C. M., & Hesbol, K. A. (2019). Transformative leadership approaches to inclusion, equity, and social justice. Journal of School Leadership, 30(1), 3–22. https://doi.org/10.1177/1052684619873343
In-Text Citation: (Huraizi & Marni, 2023)
To Cite this Article: Huraizi, S. S. A. N. Al, & Marni, N. Bin. (2023). Strategic Leadership Practices and Their Role in Achieving Competitive Advantage in Schools, Future Agendas, Research Gaps, and the Research Needs: Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(2), 819 – 832.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode