A systematic review of curriculum leadership research: Descriptive, methodological and outcomes‐based synthesis

This study aimed to identify descriptive and methodological orientations of curriculum leadership research, and to synthesise their outcomes through systematic review. Based on PRISMA guidelines, 68 research articles were included in this review. They were analysed inductively through open coding based on their context, purposes, methods and results to reveal an integrative understanding of curriculum leadership research. The descriptive results indicated that the number of curriculum leadership research had increased in the last 5 years and varied across locations and context. The research articles focused more on curriculum leadership practices, tasks and process. Most of them were qualitative and conducted with teachers and principals in methodological terms. On synthesising their outcomes, this review revealed four themes: (1) curriculum practices and roles; (2) factors affecting curriculum leadership; (3) curriculum leadership development; and (4) practical implications, which were all depicted as an integrative framework for curriculum leadership. Implications were provided based on the results regarding policy, practice and research—such as equipping curriculum leaders with the awareness, knowledge and skills to deal with complex curriculum‐related issues.