A Systematic Literature Review: Sociological Foundations as the Basis for Educational Leadership in Schools

Abstract

Purpose: Educational leadership plays a strategic role in shaping a socially just school culture. However, previous studies have focused more on managerial and psychological dimensions, while sociological dimensions have received less attention. This study aims to systematically examine the application of sociological perspectives in educational leadership in schools and identify patterns and theoretical frameworks that have developed over the past decade.

Design/Methodology/Approach: This study uses a qualitative approach with a Systematic Literature Review (SLR) method based on the PRISMA 2020 model. Literature searches were conducted through the Scopus database with the help of Rayyan AI. Of the 164 articles identified, 54 articles passed the screening stage, and 21 articles that met the inclusion criteria were analyzed in depth.

Results/Findings: The study shows that sociological perspectives contribute to the formation of participatory, collaborative, and socially just leadership through four main themes, namely: school community-based leadership, integration of socio-cultural values, application of social justice, and strengthening of social capital.

Originality/Value: This study emphasizes the importance of socially conscious leadership in building a school culture that is inclusive and adaptive to social change. This study provides theoretical and practical contributions to enriching the understanding of how sociological perspectives can broaden educational leadership research and practice.