A Systematic Review of Values-Based Leadership Training for Middle Leader Teams in Schools: Methods, Impact, and Challenges
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.13.2025Keywords:
middle-leader teacher, values-based leadership, educational leadership training, professional development, systematic literature review, 21st-century educationAbstract
The evolving landscape of 21st-century education demands school leaders who are not only instructional experts but also ethical and values-driven change agents. Among them, middle-leader teachers such as department heads and curriculum coordinators play a pivotal role in bridging strategic leadership and classroom practice. This systematic literature review (SLR) explores the integration of values-based leadership within professional development programs for middle-leader teachers. The review employed the PRISMA framework and analyzed 31 empirical studies from the Scopus and Web of Science databases, published between 2022 and 2024. Four key themes emerged: (1) the evolution of leadership training methods, with a shift toward interactive, reflective, and tech-enabled models such as virtual communities of practice; (2) the embedding of core leadership values including ethical reasoning, collaboration, and distributed leadership; (3) the impact of training on middle leaders’ competencies in decision-making, communication, and instructional leadership; and (4) the challenges and barriers, such as resistance to change, limited institutional support, and contextual disparities. The findings emphasize the need for educational systems to adopt holistic and values-centered leadership training frameworks. This review contributes to leadership theory and practice by offering actionable insights for policy-makers, educators, and leadership trainers aiming to cultivate competent and principled middle-leader teachers. Recommendations for future research and leadership program design are also provided.
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