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Exploring educational leadership is crucial for shaping the future of higher education, influencing students, educators, and institutional dynamics. This thorough review is conducted by analyzing 36 research articles published in the Journal of University Teaching and Learning Practice (JUTLP) from 2008 to 2022. The study underscores the urgent need for a nuanced understanding of diverse leadership practices within the ever-changing educational landscape. While the majority of studies in JUTLP focused on women's leadership, it became evident that other aspects of educational leadership are yet to be explored in the journal’s domain. The analysis also highlights significant gaps in the existing literature, emphasizing the necessity for more comprehensive studies that encompass broader societal contexts and global perspectives. The prevalence of qualitative methodologies in the analyzed articles indicates a preference for profound qualitative insights into leadership dynamics within academia, particularly in this journal. Key findings pinpoint critical areas for future exploration. With the spotlight on women's leadership, the study identifies gaps in research published In JUTLP related to diversity in leadership roles, international comparative studies, crisis management strategies, and the effective integration of technology in education. A particularly notable gap revolves around understanding the impact of educational leadership on sessional staff, urging institutions to empower this essential segment of academia. Additionally, the study offers strategic guidance for the Journal of University Teaching and Learning Practice (JUTLP), steering future research endeavors towards more inclusive, diverse, and globally relevant studies within the domain of educational leadership.
Maheshwari et al. (Mon,) studied this question.