Examining the Educational Administration and Leadership Scholarship in Egypt: A Systematic Review of Published Research Literature

• In Event: Interrogating the Truth in Educational Research in the Arab World: Perspectives From an Underrepresented Context

Abstract

Purposes
The purpose of this review paper is to examine educational administration and leadership (EAL) research in Egypt, hence responding to the calls of EAL scholars to enrich the global knowledge base in the field. The paper addresses the need to draw a clearer picture of the current EAL scholarship in Egypt in terms of its maturity and its relevance to the current reform efforts taking place in the country.
Theoretical framework
Recent reviews of educational administration and leadership (EAL) research indicate substantial growth and development in the knowledge base in the field across the globe. This can be seen, for example, in the dramatic increase in the volume of EAL research coming from non-Western and developing societies (Hallinger & Bryant 2013; Hammad & Hallinger, 2017). These developments have been fueled by a growing realization among EAL scholars and practitioners of the limitations of Western EAL models and the subsequent calls for expanding the existing knowledge base in the field by exploring how EAL is conceptualized and practiced in different cultural contexts (Dimmock & Walker, 2005: Oplatka & Arar, 2017).
Despite a steady growth of EAL knowledge production in Arab societies, several concerns have been raised regarding the quality and relevance of this scholarship and its ability to inform current educational developments in the region (Attari & Essa, 2021; Hammad & Hallinger, 2017). This includes Egypt, the focus of the current chapter.
Methodology
Systematic review methods (Hallinger, 2013) were used to analyze a database of 190 Arabic and English language research articles about Egypt published in the period 2001-2021. Quantitative analysis focused on identifying the key features of this literature regarding publication volume, types of research studies, topical coverage, and research methods (research designs, data collection methods, and statistical tests).
Findings and significance
Data analysis revealed several weaknesses that may affect the maturity and relevance of the Egyptian EAL knowledge base. Specifically, most of the reviewed literature was found to be empirical, thus reflecting an imbalanced composition. Topical distribution was found to be diffuse, with no evidence of programmatic inquiry. Excessive reliance on quantitative research methods was also noted. Statistical analyses were found to remain mostly at the descriptive level. Recommendations were provided to strengthen Egypt’s EAL scholarship and increase its ability to inform policy and practice. These included conducting more conceptual studies, developing a contextually relevant research agenda, diversifying research methods, and adopting more complex statistical analyses that can capture the complexities related to EAL.
We argue that exploring the EAL scholarship in Egypt is crucial, not only to accomplish our shared goal of expanding the global knowledge base in the field, but also to examine its relevance in the current context of rapid educational changes in the country. This is particularly important considering the significant role that EAL can play during the implementation of change (Gunter, 2011).

Authors

• Waheed Hammad, Sultan Qaboos University
  Presenting Author

• Maysaa Y. Barakat, Florida Atlantic University
  Presenting Author