THE EVOLUTION OF INSTRUCTIONAL LEADERSHIP: A 10-YEAR BIBLIOMETRIC PERSPECTIVE

Abstract

The study aimed to examine past study publication trends for instructional leadership over 10 years (2014 - 2024). Bibliometric analysis was conducted through the searching method on the Scopus database. The search string for the Scopus database was conducted systematically. A total of 2094 published articles were analysed using Microsoft Excel, Scopus Analyser and VOSviewer. Our analysis employed advanced bibliometric techniques including annual publication trends, greatest number of articles, most popular subject area, top ten authors, most co-authorship influential countries, collaboration networks based on the co-authorship and popular keywords. The analysis revealed that the study of instructional leadership displays an increasing trend annually. This bibliometric analysis identifies Hallinger, P. and Shaked, H. as key contributors to the instructional leadership literature, authoring 37.98% of the publications and significantly influencing the development of foundational theories. The study also reveals a predominant focus on social sciences which constitute 63.54% of the research, thereby linking instructional leadership with educational policy and management. Additionally, extensive international collaborations are evident, particularly among scholars from the United States, United Kingdom, Australia, China and Canada. Commonly cited keywords such as transformational leadership, school improvement and student achievement underscore their importance in ongoing instructional leadership discussions. This study not only maps the intellectual territory but also illustrates the evolving focus areas and collaborative patterns, providing valuable insights for researchers and policymakers aiming to enhance instructional leadership frameworks globally.