The Core Ability Of Principal’s Virtual Instructional Leadership On Teachers’ Commitment In Higher Institution: A Systematic Literature Review

Abstract

This systematic review aims to highlight the positive impact that principal’s virtual instructional leadership have on the development of teachers’ commitment, Virtual instructional leadership is the intersection of electronic leadership and teaching leadership which is rapidly developed. Effective virtual instructional leadership in higher education needs to keep pace with current opportunities and challenges. The definition of virtual instructional leadership, there is relatively little research on the definition, operation mechanism, and relationship between virtual instructional leadership management and teaching. Previously updated research is no longer suitable for current developments, required further comprehensive and systematic digitization. This research systematically reviews previous studies on instructional leadership from 2015 to 2024, including the finding, research method and limitation. The review mainly use descriptive synthesis and textual narrative synthesis.

According the 202 records, 37 studies remained after applying the exclusion criteria. Research has increased but remains limited in terms of theory, sophistication and evidence. Definitions and theories of instructional leadership vary in scope and degree of consideration in the studies reviewed mainly functional rather than a critical perspective predominates. Most studies are of low quality and lack rigor in research questions and methods, resulting in inconclusive findings. The review recommends the establishment of an instructional leadership research maturity framework and further research into theoretical definition and digitization to address gaps in the literature identified in the review.

After theoretical construction and empirical analysis, the principal's virtual instructional leadership consists of six ability elements: strategic leadership ability, change promotion ability, technology application and resource sharing ability, virtual communication and coordination ability, digital learning development ability and virtual culture construction ability. This model conforms to the reality of our country's colleges and universities and the role positioning and responsibilities of principals, and can provide scientific theoretical guidance for the theoretical research and practical improvement of virtual instructional leadership in high institution.