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Systematic review uncovers intellectual structures and core themes across international survey literature, highlighting how teacher-principal interactions shape school effectiveness.
This systematic review used bibliometric techniques and science mapping techniques to understand 337 documents using the Teaching and Learning International Survey (TALIS) from 2010 to 2024. This review aims to systematically portray developmental trajectory, uncover underlying intellectual structure, identify the most influential and popular themes, and propose new directions for future research on TALIS literature. Three core bibliometric techniques (i.e. co-citation analysis, co-occurrence, and bibliographic coupling) possess the capability to work with “big data”, aiming to reveal captivating patterns of knowledge production and accumulation of TALIS literature. Deepening the document review in favour of breadth, this study also integrated thematic analysis to interpret mainstream authors and literature. The findings provide valuable insights into how interactions among teachers, principals, and the school environment influence school effectiveness and improvement.
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Xu et al. (2026) studied this question.
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