Mapping the Landscape of Learning-Centred Leadership: A Systematic Review (2019-2023)

Abstract

Learning-centred Leadership (LCL) is recognised as an effective driver of school reform. Although the number of studies in this area has grown steadily in recent years, a systematic literature review (SLR) on the variable is still lacking. Drawing on the Scopus and ScienceDirect databases, this study systematically analysed 25 empirical articles published between 2019 and 2023 that met predefined inclusion criteria. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol for screening and reporting, the study conducted a detailed evaluation of the research contexts, methodological characteristics, and conceptual underpinnings of LCL. The results indicated that from 2019 to 2023, the LCL research exhibited a fluctuating temporal pattern, with a predominance of quantitative designs. Research settings and targets were primarily concentrated in K–12 schools in Middle Eastern countries. Moreover, there was no consensual definition of LCL; it is generally described as a multidimensional construct. This study may serve as a significant reference for improving the generalisability of LCL research and capturing its nuanced manifestations across diverse educational systems. It lays the groundwork for methodologically diverse, multi-level, and cross-regional research, advancing a more coherent, inclusive, and globally relevant understanding of LCL.