Mapping the Knowledge Domain: A Bibliometric Review of Instructional Leadership and Student Achievement in Secondary Schools

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Abstract

Purpose: This study maps the intellectual landscape of research on instructional leadership (IL) and its relationship with student achievement in secondary schools. It examines publication trends, influential authors, conceptual structures, and thematic evolution to provide a comprehensive overview of the field.

Design/Methodology/Approach: A bibliometric review was conducted using 385 peer-reviewed articles retrieved from Scopus (1983–2025). Bibliometric techniques, including performance analysis, citation analysis, co-authorship mapping, keyword co-occurrence, and thematic evolution, were applied with the aid of VOSviewer to identify intellectual structures and emerging research frontiers.

Findings: The results reveal exponential growth in IL research since 2005, with strong representation in high-impact journals. Seminal contributions by Hallinger and Leithwood provide the foundation of the field, while newer scholars such as Bellibaş and Gümüş expand global perspectives. Five major clusters were identified, focusing on leadership models, student outcomes, school effectiveness, evidence-based approaches, and leadership preparation. The field has shifted from principal-centered to distributed and context-sensitive models of leadership.

Practical Implications: Findings highlight the indirect role of IL in improving student achievement through teacher capacity building, professional learning communities, and supportive policy contexts.

Novelty and Contribution: This review offers a systematic mapping of IL scholarship, providing a consolidated knowledge base and guidance for future research and practice in secondary education.

Practical and social implications: Finally, the abstract should conclude with a statement on the practical and social implications of the findings, outlining how the results can be applied in real-world contexts and identifying the potential beneficiaries of the research.