Indicators and Methods of Measurement Used to Evaluate the Leadership Competency Profiling Exercise in Education: A Scoping Review

Lee, Jun Choi and Sopian, Bujang and Nadri Aetis Heromi, Basmawi and Syahrul Nizam, Junaini and Ahmad Sofian, Shminan (2024) Indicators and Methods of Measurement Used to Evaluate the Leadership Competency Profiling Exercise in Education: A Scoping Review. Pakistan Journal of Life and Social Sciences, 22 (2). pp. 14873-14884. ISSN 2221-7630

PDF 14873-14884 (Paper published).pdf Download (630kB)

Abstract

This study employs Arksey and O'Malley's framework for a scoping review to explore the indicators and methods of measurement used to evaluate leadership competencies in educational contexts. The review systematically examines relevant literature, identifying key competencies such as decision-making, communication, emotional intelligence, conflict resolution, strategic thinking, adaptability, staff motivation, and instructional leadership. These indicators reflect the multifaceted nature of educational leadership and highlight regional variations, such as the emphasis on instructional leadership in North America and distributed leadership in Europe. A variety of assessment methods are explored, including self-assessment tools, 360-degree feedback, observational methods, performance metrics, psychometric tests, behavioral interviews, and case studies. The integration of traditional and modern techniques, such as digital platforms and AI-driven assessments, provides a balanced and comprehensive evaluation framework. Emerging trends underscore the need for culturally sensitive tools and the inclusion of underexplored competencies like ethical leadership and cultural intelligence. Findings reveal significant gaps in longitudinal research and a Western-centric bias in current assessment tools, emphasizing the need for adaptive and inclusive approaches. Best practices identified include the use of blended methodologies combining quantitative and qualitative techniques, ensuring a nuanced understanding of leadership competencies. The study offers actionable insights for policymakers, educational institutions, and leadership development programs. Recommendations include promoting holistic leadership frameworks, adopting blended assessment strategies, and prioritizing emerging competencies to prepare leaders for dynamic, technology-driven educational environments. Limitations, such as language bias and variability in definitions of competencies, are acknowledged, paving the way for further research. This review provides a foundation for advancing leadership evaluation practices, fostering effective and context-sensitive leadership development in education.

Actions (For repository members only: login required)

View Item