Abstract
Over the past decade, teacher leadership has garnered significant attention, playing a pivotal role in educational reform and enhancement. This bibliometric analysis explores teacher leadership research within the Scopus database from 2014 to 2023. The study aims to identify emerging trends, research gaps, and future implications for educational practice. By reviewing diverse studies, it examines the impact of leadership styles on teacher morale, student achievement, and school improvement. Additionally, it investigates educators' roles in fostering positive school climates, driving change, and promoting collaboration within the educational community. The data collection involved retrieving 1048 articles using the keyword "teacher leadership." Tools such as Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics were employed to analyze the data. This analysis aims to deepen our understanding of the multifaceted dimensions of teacher leadership, providing valuable insights for researchers and practitioners. The study evaluates various bibliometric indicators, including language, subject area, publication trends, contributing countries, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results highlight a significant increase in teacher leadership literature from 2014 to 2023, with the United States leading in contributions, followed by Turkey. In conclusion, this bibliometric analysis offers a comprehensive overview of teacher leadership research over the past decade. The identified trends and research gaps provide valuable insights for researchers, educators, and policymakers, supporting the advancement of teacher leadership as a critical tool for enhancing educational outcomes and professional development in the 21st century.
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