A Systematic Literature Review on Teacher Leadership Practices in Science and Mathematics Education (2019-2025)

Authors

  • Nonjabulo Fortunate Madonda
  • Lineo Mphatsoane Sesoane
  • Nomthandazo Moureen Bhekiswayo
  • Loyiso C. Jita
  • Olalekan Taofeek Badmus

Keywords:

equity; leadership identity; PRISMA; professional development; science & mathematics education; teacher leadership

Abstract

This systematic literature review synthesises empirical research on teacher leadership practices in science and mathematics education published between 2019 and June 2025, addressing the main research question: What are the dominant research themes, theoretical frameworks, methodological trends, and enactment contexts of teacher leadership practices in science and mathematics education during this period? A total of 34 peer-reviewed articles indexed in Scopus, Web of Science, ERIC, and EBSCOhost (Education Source) were analysed using the PRISMA 2020 framework and PICOS eligibility criteria. The review aimed to identify dominant research themes, theoretical frameworks, methodological trends, and the enactment of teacher leadership in instructional, assessment, and systemic contexts. Eight dominant themes emerged, with professional development, instructional practices, and leadership identity being the most prevalent. Teacher leaders were found to play critical roles in mentoring, curriculum design, assessment reform, and equity advocacy. Theoretical frameworks such as Communities of Practice, Teacher Leadership Identity Theory, and Transformational Leadership Theory were frequently employed to conceptualise leadership. The review highlights significant gaps in three areas: leadership for marginalised groups is often informal and under-supported (equity and inclusion), insufficient studies from the Global South (global representation), and there is little quantitative or longitudinal research to measure impact (methodological diversity). This review contributes to the field by synthesising current scholarship, identifying critical gaps, and proposing recommendations for expanding methodological approaches, magnifying student and teacher voices, and reinforcing equity-driven, context-responsive leadership practices.

https://doi.org/10.26803/ijlter.24.10.1

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Published

2025-10-30

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Vol. 24 No. 10 (2025): October 2025

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