A systematic review of conceptual models and methodologies in research on school principals in Iran

Abstract

PurposeThis study aims to present a review of topics, conceptual models and methodologies in research on Iranian school principals over the past four decades.Design/methodology/approachThe study adopted a descriptive quantitative form of a systematic review of research to analyze topics, conceptual models and methodologies employed in 565 studies published by Iranian scholars in the national and international databases.FindingsThe content analysis of the studies revealed the increasing interest of the Iranian scholars in the two topical foci, namely, the school leadership models and principal profile, with a focus on the direct-effects (Model B) and the antecedent-effects (Model A). The evidence also suggests the disinclination of the researchers to study leadership concerning student learning outcomes. The most frequently used school leadership model in the Iranian schools has been transformational leadership, while the distributive/collaborative and instructional leadership studies were few. The scholars have mostly relied on a survey-based quantitative research approach, using correlation analysis techniques.Practical implicationsThe findings suggest that despite the increasing global acceptance of school leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies.Social implicationsThe findings of this study strengthen the supposition that the differences in school leadership across societies are influenced by various cultural and contextual factors.Originality/valueThis paper is the first systematic review of the empirical studies that present insight into topics, conceptual models and methodologies in research on school principals in Iran.