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Volume 14 (3); September 2025

Review

Evaluation of educational leadership theories in schools: a systematic literature review

Onia SI.

J. Educ. Manage. Stud.,15(3): 24-34, 2025; pii:S232247702500004-15

DOI: https://dx.doi.org/10.54203/jems.2025.4 

Abstract
Due to the widespread belief that the quality of leadership makes a significant difference to school and student outcomes, educational leadership became very interesting topic in this century. Therefore, this paper aimed to review the most relevant and useful leadership theories for understanding how educational leadership works in schools. In doing so, this paper employed a scoping review methodology, the study synthesizes literature published between 2014 and 2025. The selection process followed four stages outlined in the PRISMA flow diagram: identification, eligibility, screening, and inclusion, in which 79 records were identified through a comprehensive search across various databases, including Google Scholar, ResearchGate, ERIC, ScienceDirect, and Scopus. The paper found that the major theories of leadership include great man theory, traits, behavioral, situational, contingency, path-goal, participative, transformational, transactional, and servant leadership theory. The paper recommended the necessity of raising awareness of educational administers’, school principals’, and teachers about the importance of practicing educational leadership through workshops and training courses. The present review suggests several future directions, including the need to incorporate latest AI technologies in applications of leadership theories in education context.
Keywords: Educational leadership, leadership theory, school context

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Research Paper

The Role of Biology Education in Shaping Gender Identity: A Study of Secondary School Students in Bagamoyo District, Tanzania

Masawe FP and Mwila PM

J. Educ. Manage. Stud., 15(3): , 2025; pii:S232247702500005-15

DOI: https://dx.doi.org/10.54203/jems.2025.5 

Abstract
This study aims to examine the role of biology education in shaping gender identity among secondary school students in Bagamoyo District, Tanzania. The research focuses on two main objectives: exploring how the biology curriculum influences students' understanding of gender identity and analyzing the relationship between biology knowledge and gender identity development. A mixed-methods approach was used, incorporating both qualitative and quantitative data collection. The sample consisted of 216 participants, including biology teachers, students, and school heads, selected through purposive and random sampling. Data collection involved the use of questionnaires, interviews, and documentary analysis. The findings revealed that biology education significantly impacts students’ perceptions of gender identity, with biological knowledge contributing to more nuanced understandings of gender roles and stereotypes. However, gaps in the curriculum limit the depth of this impact. The study concludes that biology education can serve as a powerful tool in shaping gender identity when integrated with culturally relevant teaching approaches. The implications of these findings call for curriculum reforms that incorporate comprehensive gender education and the training of teachers to handle gender identity topics effectively. Recommendations include enhancing biology content to cover diverse gender identities and ensuring that teachers are adequately equipped to guide discussions on gender.

Keywords: Biology education, gender identity, secondary school students, Tanzania, curriculum development, gender roles.

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