How cultural context shapes school leadership and its effectiveness: A systematic review

Abstract

Research into the influence of leadership and how cultural context shapes school leadership has recently expanded. This study systematically synthesised literature on the intersection of Hofstede's cultural dimensions and educational leadership. It explored: (a) the extent to which Hofstede's framework is applied in educational leadership research, (b) the impact of cultural dimensions on leadership practices, and (c) the facilitative and restrictive roles of cultural values in shaping leadership effectiveness. Using a structured search strategy across SCOPUS, Web of Science, ERIC, and Google Scholar, we identified and synthesised the findings from 37 peer-reviewed journal articles. Findings revealed that power distance, individualism-collectivism, and uncertainty avoidance were the most frequently applied dimensions, primarily as explanatory or moderating factors. Cultural dimensions were studied at multiple levels: individual, organisational, and cross-cultural, and they shaped leadership styles: authoritative styles prevail in collectivist, high-power distance contexts, while participatory approaches succeed in individualist, low-power distance cultures. Most studies supported the notion that leadership influence is facilitated when aligned with cultural expectations, but restricted by mismatches, while some findings challenged this expectation. We highlighted critical gaps in the literature and suggested future directions for research as well as recommendations for policy and practice.