Promoting the Effectiveness of School-Based Leadership Teams in the U.S. Context

Abstract

Building effective school-based leadership teams (SLTs) is at the forefront of today’s education leadership agenda in the United States. Yet, no review has focused specifically on SLT team effectiveness. In this study, we employed the functional perspective to analyze existing research on SLTs, aiming to directly identify factors connected to SLT team effectiveness in the United States. We reviewed 53 studies from eight educational leadership journals. Our findings have important implications for promoting SLT effectiveness in the U.S. context, while also unveiling the absence of crucial nuances around team mediators in the selected research.