This systematic review builds on a 2021 study that analysed 35 empirical articles from January 2006 to January 2020, demonstrating middle leadership's growing importance in schools. Using Scopus and ERIC databases, this updated review examined 52 empirical peer-reviewed studies from February 2020 to April 2024 across 21 countries to refine understanding of middle leadership definitions, impact, and professional development (PD) needs. The findings strengthen definitional understanding by framing middle leaders as powerful ‘conduits’ or ‘bridges’ between organisational levels, emphasising the highly relational and emotional nature of their roles. While consensus exists regarding the need for additional PD, debates continue about optimal provision, content, and delivery methods. Unlike the first review, this article presents empirical evidence of the direct impact between middle leadership and student outcomes and highlights the different ways middle leaders impact practices in their school. The authors argue for more nuanced understanding of middle leadership's complexity and propose new research directions. This updated systematic review demonstrates the field's rapid evolution and provides a stronger evidence base for middle leaders’ critical role in school effectiveness and student achievement.
Lipscombe et al. (Thu,) studied this question.