P Hallinger
Biographic Data
| ID | 37136 |
|---|---|
| NAME | P Hallinger |
| GIVEN NAMES | P |
| FAMILY NAME | Hallinger |
| SIGNATURE | HALLINGER P |
| AFFILIATIONS | Mahidol University |
| ORCID | 0000-0002-5935-7544 |
| VERIFIED | Yes |
| TOTAL WORKS | 80 |
| TOTAL CITATIONS | 178 |
| AUTHOR COUNT | 80 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
A Review of Improving Schools: Facing the Challenge of Cumulative Knowledge Building in School Improvement
This article reviews Improving Schools to assess the journal’s distinctive contributions within the school improvement literature and the extent to which its positioning has supported cumulative knowledge development. Using bibliometric and systematic review methods, the study analyzes the journal’s full corpus published between 1998 and 2025. Patterns of authorship, citation distribution, publication type, topical organization, and journal co-ci…
Instructional leadership in a 21 st century global context: A conceptual review
This conceptual review examines the evolution of instructional leadership by tracing its historical development, analyzing recent conceptual advancements, and outlining future directions for theory and research. Drawing on 69 conceptual publications, the paper identifies three major themes shaping the contemporary landscape: conceptual integration, contextual responsiveness, and technological adaptation. These themes reflect how instructional lea…
Triple Bottom Line in Universities: Outcomes and Factors Driving Sustainability
Despite the growing prominence of the triple bottom line (TBL) framework in university sustainability discourse, empirical research examining how environmental, social, and economic outcomes are realized across diverse national contexts within higher education institutions remains limited. This qualitative study explored how 12 STARS-rated universities from both Anglo-American and Emerging regions have achieved TBL outcomes and the institutional …
Tracking accelerated knowledge production in educational leadership and management: Trajectories, drivers, and impact in Asian research, 2000–2025
Reviews of research have noted the dominance of Anglo-American scholarship in educational leadership and management into the early twenty-first century. Although the field has become increasingly geographically diverse over the past 15 years, limited attention has been given to the drivers shaping this accelerated growth or to the impact on the nature of knowledge produced. This review examines changes in the publication trajectories of Asian EDL…
The myths of instructional leadership: Conceptual drift, construct ambiguity, and the limits of principal-centered reform
Learning to lead change for sustainability in universities: Evaluating the effectiveness of a simulation-based professional development intervention
This study was motivated by the urgent need for validated tools to support universities’ sustainability transformation. The study evaluated the effectiveness of a professional development module organised around the Leading Change for Sustainability in Higher Education simulation. The study employed a quasi-experimental, time-series research design to assess the effects of the simulation-based learning module on 50 Myanmar university administrato…
Six Pivot Points in the Evolution of Instructional Leadership Research and Practice, 1960–2025
SME resilience in response to business disruptions: A bibliometric review
This bibliometric review aimed to provide greater clarity on the theories, themes, and evolution of research on the resilience of small and medium-sized enterprises (SMEs) in response to business disruptions. In addition to mapping the research landscape, our analysis positions SME resilience as a higher-order capability that enables sustained adaptation, long-term competitiveness, and organizational sustainability under conditions of persistent …
Social justice directed instructional leadership: Does it make a difference for teacher professional learning
This study examined the relationships between principal instructional leadership and teacher professional learning in Chinese primary and middle schools. Survey data were collected from 3219 teachers across 121 schools. Researchers employed a multilevel moderated mediation model to explore links among principal instructional leadership, social justice leadership, teacher resilience, and teacher professional learning. Social justice leadership was…
The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model
There is growing interest in the topic of middle-level leadership, including department and subject leaders. However, published research has largely failed to consider the underlying mechanisms through which middle-level leaders influence teacher professional learning. This study investigated how and under what conditions department leadership is beneficial to teacher professional learning. This research examined “school collectivism” as a bounda…
A Systematic State-of-the-Art Review of Asian Research on Principal Instructional Leadership, 1987–2024
Interest in instructional leadership has grown dramatically in Asia since 2010. This systematic state-of-the-art review analyzed the evolution of analytical models, research methods, and findings in Asian studies of instructional leadership that employed the Principal Instructional Management Rating Scale (PIMRS). The authors applied content analysis to 349 Asian instructional leadership studies sourced from multiple digital databases. The public…
Cultural context, principal instructional leadership, and teacher efficacy: A meta-analytic review, 1989–2024
This meta-analytic review examined how cultural contexts influence principal instructional leadership effects on teacher efficacy. The review sourced 66 quantitative studies that analyzed the relationship between principal instructional leadership and teacher efficacy. The review found a moderate effect of principal instructional leadership on teacher efficacy, with significant effects on teacher self-efficacy and collective teacher efficacy. Alt…
Science mapping the knowledge base on educational leadership and management in the Arab region: A bibliometric review
This bibliometric review examined the emerging knowledge base on educational leadership and management (EDLM) in the Arab region. The review analyzed 718 Scopus-indexed journal articles to reveal the research landscape, author productivity and impact, thematic trends, and co-authorship patterns in Arab EDLM scholarship. The review found that the Arab EDLM literature began to grow significantly after 2010. Nonetheless, knowledge production is not …
A systematic review of instructional leadership research conducted with the Principal Instructional Management Rating Scale (PIMRS), 1983–2024
This systematic review documented and synthesized conceptual and topical trends in research on instructional leadership that employed the Principal Instructional Management Rating Scale (PIMRS). The authors used content analysis to synthesize data extracted from all studies that employed the PIMRS from 1983–2024. In 2011 Hallinger identified 136 PIMRS-related documents that had accumulated from 11 societies. The current review sourced 791 documen…
Principal Instructional Leadership and Teacher Attitudes: A Meta‐Analytic Review, 1989–2024
The meta‐analytic review builds on prior reviews that synthesised findings from studies of the relationship between school leadership and teacher attitudes. This review is distinguished by its focus on how one leadership model—principal instructional leadership—is related to multiple teacher attitudes: teacher trust, self‐efficacy, collective efficacy, commitment, and job satisfaction. The review synthesised findings from 68 quantitative studies …
Looking back and ahead: A bibliometric review of research on principal well-being, 1962–2022
This systematic review employed bibliometric methods to examine the meta-data of 244 documents on principal well-being during 61 years starting from its birth in 1962 to 2022. This review aimed at summarising the descriptive trends, identifying the most influential and popular themes and uncovering its underlying intellectual structure on principal well-being. Citation and author co-citation analysis was also applied in this review. The combinati…
From Sustainability to Regeneration: Mapping the Conceptual Foundations and Future Directions of Regenerative Development
This paper investigates the theoretical and conceptual foundations of regenerative development and its relationship to sustainable development. Amid deepening global polycrises and growing disenchantment with the term “sustainability,” there is increasing interest in regeneration as a paradigm that moves beyond harm reduction and efficiency towards fostering systemic vitality and co‐evolution. Using an integrative review method, this study employ…
Finding the missing link: Do principal qualifications make a difference in student achievement
Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional develo…
The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination
Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and ‘paths’ through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where p…
Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis
Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency a…
Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teach…
A Bibliometric Review of Service Learning Research, 1950–2022
Background: Service learning has been studied and applied in diverse educational settings for the past seven decades. While several research reviews have explored service learning from varied perspectives, none have employed bibliometric methods to investigate its evolution as a “knowledge base.” Purpose: This review documents the evolving landscape and analyzes the intellectual structure of research on service learning. Methodology/Approach: The…
Evaluating the Effectiveness of the Leading Change for Sustainability in Schools Simulation: A Research and Development Project
Background Although a growing number of simulations have been developed for the purpose of educating for sustainability, published reports consist primarily of prescriptive essays, case descriptions, and commentaries rather than empirical studies. Moreover, only a small number of the empirical studies have used experimental designs to assess their effects on learning. This article addressed the need for validated active learning tools that can be…
A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends
Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents o…
Research on sustainability leadership in higher education: A scoping review
Purpose Despite the centrality of leadership to the successful transformation of universities toward sustainability, the literature on the role and practices of sustainability leadership in higher education remains poorly developed. To address this gap, this study aims to develop a conceptual model of sustainability leadership in higher education. Design/methodology/approach The study adopts the scoping review method to review, critique and synth…
Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away
One lasting legacy of the effective schools movement was the institutionalization of the term "instructional leadership" into the vocabulary of educational administration. Evidence from other recent reviews of the literature on principal leadership (e.g., Hallinger, 2001 Hallinger, P. A review of two decades of research on the principalship using the Principal Instructional Management Rating Scale. annual meeting of the American Educational Resea…
The Social Context of Effective Schools
This article analyzes differences in the operation of school effectiveness factors in high- and low-SES effective schools. Observable differences are found on several effectiveness variables. The social context of the effective schools appears to influence the breadth of the curriculum, the allocation and use of instructional time, the instructional leadership role of the principal, the nature of the school reward system, and the type of expectat…
Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making
There is an emerging global consensus that the knowledge base in educational leadership and management must offer a deeper examination of leadership practice across a more diverse set of national contexts. Nonetheless, a recent review of the literature in this field concluded that this challenge has yet to be adequately addressed with respect to research in Asia. This study was an in-depth, qualitative examination of how the decision-making pract…
Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement
Although there has been sizable growth in the number of empirical studies of shared forms of leadership over the past decade, the bulk of this research has been descriptive. Relatively few published studies have investigated the impact of shared leadership on school improvement. This longitudinal study examines the effects of distributed leadership on school improvement and growth in student math achievement in 195 elementary schools in one state…
Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand
This research explored the relationship of principal leadership and teacher professional learning in China and Thailand. The authors tested a conceptual model in which teacher trust and agency were proposed as mediators of the effects of the principal’s learning-centered leadership on teacher professional learning. Common survey measures had been used to collect data from 1259 teachers in 38 schools in mainland China and 1071 teachers in 60 schoo…
Supporting the professional learning of teachers in China: Does principal leadership make a difference
Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness
Leading via Teacher Evaluation: The Case of the Missing Clothes
Over the last decade, teacher evaluation has moved onto center stage in efforts to strengthen schooling. In this article, we address the question of whether focusing on this administrative process is likely to accomplish what reformers hope. We answer that question by examining the available evidence, both direct and indirect. We deepen the empirical narrative that emerges there by highlighting workplace norms and conditions of work in schools
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
The quest for world class status and university responses in Asia's World Cities: An introduction by the Guest Editors
This introduction sets out the context and major issues for this special issue with a focus on critical reflections upon how academics and administrators are increasingly affected by the changing social, economic and political environments. With particular reference to global cities or world cities, this article examines how major Asian societies have responded to the growing challenges of globalisation to enhance their higher education systems. …
Unseen forces: The impact of social culture on school leadership
The emergence of the global era has raised the ante on cross-cultural understanding. Although education has been a traditional means of cross-cultural transmission, relatively little effort to date has gone into understanding how culture influences the content or processes of educational practice. Internationally disseminated theories of educational leadership have been dominated by Western cultural and intellectual frameworks and have ignored a …
Meeting the Challenges of Cultural Leadership: The changing role of principals in Thailand
This paper examines the changing role of principals in Thailand using a cultural lens. Global educational trends and new expectations for school improvement have placed Thai principals firmly at the crossroads between tradition and change. The paper proposes several avenues that Thai principals may explore in order to manage the conflicting pressures for stability and change
Analyzing the intellectual structure of the Knowledge base on managing for sustainability, 1982–2019: A meta‐analysis
Although there have been numerous reviews of sustainability research in functional management disciplines, few reviews have examined this literature from a multidisciplinary perspective. This meta‐analysis integrated data and findings extracted from bibliometric reviews of research on managing for sustainability in seven different management disciplines: leadership, human resource management, entrepreneurship, innovation management, supply chain …
Exploring School Improvement in Hong Kong Secondary Schools
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improve…
Models of shared leadership: Evolving structures and relationships
Inequitable Allocations of Alterable Learning Variables1
Murphy, Hallinger, and Lotto examine how the components of the variable "student opportunity to learn" are dis tributed unequally across ability groups and curricular tracks. They trace a pat tern of systematic discrimination against lower ability students in the qual ity of instruction and curricular content they receive, and they emphasize that learning time is used much more poorly in lower than in higher ability groups. The authors make speci…
From Sustainability to Regeneration: Mapping the Conceptual Foundations and Future Directions of Regenerative Development
This paper investigates the theoretical and conceptual foundations of regenerative development and its relationship to sustainable development. Amid deepening global polycrises and growing disenchantment with the term “sustainability,” there is increasing interest in regeneration as a paradigm that moves beyond harm reduction and efficiency towards fostering systemic vitality and co‐evolution. Using an integrative review method, this study employ…
Liderazgo Colaborativo y Mejora Escolar: Comprendiendo el Impacto sobre la Capacidad de la Escuela y el Aprendizaje de los Estudiantes
Cincuenta años de teoría e investigación ofrecen evidencias claras a la afirmación de que el liderazgo desarrollado por el director marca una diferencia en la calidad de la educación, el desarrollo de la escuela y el aprendizaje del estudiante. En el actual contexto de reforma de la educación global, sin embargo, las investigaciones recientes se han centrado en la identificación de cómo los equipos de los líderes escolares contribuyen a la mejora…
Exploring principal capacity to lead reform of teaching and learning quality in Thailand
School Leadership and Change in East Asia: Building Capacity for Education Reform
In recent decades the East Asia region has demonstrated some of the most dramatic gains in social and economic development. This applies to the region's education systems as well, which have underg
Assessing the Instructional Management Behavior of Principals
The Social Context of Effective Schools
This article analyzes differences in the operation of school effectiveness factors in high- and low-SES effective schools. Observable differences are found on several effectiveness variables. The social context of the effective schools appears to influence the breadth of the curriculum, the allocation and use of instructional time, the instructional leadership role of the principal, the nature of the school reward system, and the type of expectat…
The administrative control of principals in effective school districts: The supervision and evaluation functions
Inequitable Allocations of Alterable Learning Variables1
Murphy, Hallinger, and Lotto examine how the components of the variable "student opportunity to learn" are dis tributed unequally across ability groups and curricular tracks. They trace a pat tern of systematic discrimination against lower ability students in the qual ity of instruction and curricular content they receive, and they emphasize that learning time is used much more poorly in lower than in higher ability groups. The authors make speci…
Models of shared leadership: Evolving structures and relationships
New settings and changing norms for principal development
The Indiana Principal Leadership Academy: Assessing School Reform for Principals
School Leadership Development: An Introduction
Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995
Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995. We specifical…
School Context, Principal Leadership, and Student Reading Achievement
In this article, we explore the nature and extent of the school principal's effects on reading achievement in a sample of 87 U. S. elementary schools. Our study responded to prior critiques of the literature in school administration by formulating and testing a multidimensional model of principal effects on student learning. By using principal and teacher questionnaires and student test scores, we examined relations between selected school contex…
Using problem-based learning to prepare educational leaders
Criticisms of current programs for preparing educational leaders abound (Griffiths, Stout, & Forsyth, 1988). In the vast majority of traditional programs, there are few meaningful connections forged among theory, research, and practice. Students learn about leadership primarily through reading and discussing theories of leadership, rather than acquiring experience in what leaders actually do and what it feels like to be a leader. This approach to…
Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗
This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on school effectiveness and student achievement. W…
Unseen forces: The impact of social culture on school leadership
The emergence of the global era has raised the ante on cross-cultural understanding. Although education has been a traditional means of cross-cultural transmission, relatively little effort to date has gone into understanding how culture influences the content or processes of educational practice. Internationally disseminated theories of educational leadership have been dominated by Western cultural and intellectual frameworks and have ignored a …
Can Leadership Enhance School Effectiveness?
Leading Educational Change: Reflections on the practice of instructional and transformational leadership
Over the past two decades, debate over the most suitable leadership role for principals has been dominated by two conceptual models: instructional leadership and transformational leadership. This article reviews the conceptual and empirical development of these two leadership models. The author concludes that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of…
Meeting the Challenges of Cultural Leadership: The changing role of principals in Thailand
This paper examines the changing role of principals in Thailand using a cultural lens. Global educational trends and new expectations for school improvement have placed Thai principals firmly at the crossroads between tradition and change. The paper proposes several avenues that Thai principals may explore in order to manage the conflicting pressures for stability and change
Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away
One lasting legacy of the effective schools movement was the institutionalization of the term "instructional leadership" into the vocabulary of educational administration. Evidence from other recent reviews of the literature on principal leadership (e.g., Hallinger, 2001 Hallinger, P. A review of two decades of research on the principalship using the Principal Instructional Management Rating Scale. annual meeting of the American Educational Resea…
Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement
Although there has been sizable growth in the number of empirical studies of shared forms of leadership over the past decade, the bulk of this research has been descriptive. Relatively few published studies have investigated the impact of shared leadership on school improvement. This longitudinal study examines the effects of distributed leadership on school improvement and growth in student math achievement in 195 elementary schools in one state…
Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning
Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development, and student learning. In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute to school improvement and student learning. This paper reports findings drawn from a series of empiric…
Leadership for Learning: Does Collaborative Leadership Make a Difference in School Improvement?
Although there has been a sizable growth spurt in empirical studies of shared leadership over the past decade, the bulk of this research has been descriptive. Relatively few published studies have investigated the impact of shared leadership on school improvement, and even fewer have studied effects on student learning. This longitudinal study examines the effects of collaborative leadership on school improvement and student reading achievement i…
Leadership for learning: Lessons from 40 years of empirical research
Purpose This paper aims to present a research‐based model of leadership for learning. It argues that the field has made substantial progress over the past 40 years in identifying ways in which leadership contributes to learning and school improvement. Four specific dimensions of leading for learning are presented: values and beliefs, leadership focus, contexts for leadership, and sharing leadership. Design/methodology/approach The paper employs a…
Letter from the Special Issue Co-Editors
Implementing problem-based learning in higher education in Asia: Challenges, strategies and effect
During the past 30 years academic leaders have advocated for the adoption of 'pedagogies of engagement' in the hopes of increasing student involvement and retention, as well as learning outcomes in higher education. More recently, universities in Asia have joined this movement, despite barriers arising from cultural norms and teaching traditions that reify knowledge and reinforce status differentiation between teachers and students. This paper ex…
Exploring principal capacity to lead reform of teaching and learning quality in Thailand
Exploring School Improvement in Hong Kong Secondary Schools
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improve…
Teacher Education and Leadership Studies (53 works) · Political science (47 works) · Pedagogy (45 works) · Psychology (45 works) · Sociology (45 works) · Educational leadership (40 works) · Instructional leadership (36 works) · Computer Science (35 works) · Mathematics education (33 works) · Public relations (26 works)