ABSTRACT Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a very important role in school improvement; international reports point to ‘school leadership’ as a key factor in education quality, and recent studies suggest that the leadership identity of principals is critical for achieving effective leadership in schools worldwide. Purpose: The purpose of this study was to conduct a thematic exploration of the literature relating to school principals and leadership identity. Design and methods: A scoping review was carried out. Two major databases were searched for papers published on this topic in the last decade. Once we had established an overview of research on this subject, we conducted a thematic analysis to identify the topical focus of research. Results: We found that the literature reflected an increasing and intensified interest in the topic of school leadership as the decade progressed. Furthermore, a range of emerging subtopics was identified. These included the relationship between school culture and professional identity in school principals; the influence of ethical and personal factors on the professional development of principals; the dilemmas of balancing education policies and personal experiences; and the relationships between gender identity, racial identity, professional experience/career, training and leadership identity. Conclusions: Several key issues emerged from the studies included in this review, such as the importance of external and internal influences in the construction of the professional identity of school principals. Some of the research suggested that school leaders felt the need to develop a new professional identity. Overall, the study indicates that school leadership and its relationship with school improvement should remain an important focus for educational research investigation.

中文翻译：

---

校长与领导认同：文献的主题探索

摘要背景：在过去的十年中，很多研究关注领导力的概念和学校的职业认同。人们普遍认为，校长在学校改进中发挥着非常重要的作用；国际报告指出“学校领导力”是教育质量的关键因素，最近的研究表明校长的领导身份对于在全球学校实现有效领导至关重要。目的：本研究的目的是对与校长和领导认同相关的文献进行专题探索。设计和方法：进行了范围界定审查。搜索了两个主要数据库中过去十年发表的关于该主题的论文。一旦我们对这个主题的研究有了一个概述，我们进行了专题分析，以确定研究的主题重点。结果：我们发现，随着十年的发展，文献反映了对学校领导这一主题的兴趣日益浓厚。此外，还确定了一系列新兴的子主题。其中包括学校文化与校长职业认同之间的关系；道德和个人因素对校长专业发展的影响；平衡教育政策和个人经历的困境；以及性别认同、种族认同、专业经验/职业、培训和领导认同之间的关系。结论：本综述中包含的研究出现了几个关键问题，例如外部和内部影响在学校校长职业认同建设中的重要性。一些研究表明，学校领导认为有必要发展一种新的职业身份。总体而言，该研究表明学校领导及其与学校改进的关系仍应是教育研究调查的重点。