Abstract
Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.
Highlights
Leadership is one of the most sought after and reiterated improvement factors in the educational agendas of most countries [1]
Most of them are linked to processes of instruction, improvement programs for student performance, or training programs dedicated to teachers of mathematics, to improve their professional performance through literacy processes or tools and methodological strategies, “alternatives”
Data from Studies Selected for Systematic Review
Summary
Leadership is one of the most sought after and reiterated improvement factors in the educational agendas of most countries [1]. Despite the great importance of this area of knowledge, relatively few studies on leadership are contextualized in mathematics. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities
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