Abstract
AbstractEducators have been increasingly focused on the concept of educational leadership in the context of global educational reform. With the emergence of neuroscience, there is potential to further explore the theory and practice of educational leadership from a neuroscience perspective. This article provides an overview of the neuroscience research related to educational leadership, including leadership traits, styles, decision‐making, and contingency perspectives. Additionally, the article examines the application of neuroscience in the assessment and enhancement of educational leadership with the goal of providing useful insights.
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