Organizational Dynamics in Educational Institutions: A PRISMA-Based Systematic Literature Review
DOI:
https://doi.org/10.58879/ijcep.v5i3.120Keywords:
Educational Management, Systematic Literature Review, Educational OrganizationsAbstract
This study aimed to analyze organizational dynamics in educational institutions using organizational theory and concepts, employing a Systematic Literature Review (SLR) approach based on the PRISMA framework. The review aimed to examine the evolution of organizational theories, their application in educational contexts, and their implications for the effectiveness of educational management. Literature searches were conducted using reputable databases, including Scopus, Web of Science, Google Scholar, and Garuda, encompassing publications from 2010 to 2024. The PRISMA stages consisted of identification, screening, eligibility assessment, and inclusion of relevant articles. From the total number of identified studies, selected articles were analyzed thematically to identify patterns, trends, and research gaps. The findings suggest that classical, contemporary, and modern organizational theories complement one another in explaining the dynamics of educational organizations. Systems theory, contingency theory, and learning organization theory emerged as dominant approaches in enhancing effectiveness, adaptability, and innovation in educational institutions. These findings confirm that a comprehensive understanding of organizational theory and concepts is a key factor in managing educational institutions that are responsive to social and technological change.
References
Basten, D., & Haamann, T. (2018). Approaches for organizational learning: A literature review. SAGE Open, 8(3), 1–20. https://doi.org/10.1177/2158244018794224
Beycioglu, K., & Kondakci, Y. (2021). Organizational culture in schools: A review of conceptual frameworks and empirical research. Educational Management Administration & Leadership, 49(4), 587–606. https://doi.org/10.1177/1741143220905036
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Bush, T., & Glover, D. (2016). School leadership and management: Theory, policy, and practice. Educational Management Administration & Leadership, 44(1), 1–21. https://doi.org/10.1177/1741143214549972
Bush, T., & Glover, D. (2022). School leadership theory: A systematic review. Educational Management Administration & Leadership, 50(3), 553–570. https://doi.org/10.1177/1741143220909522
Bush, T., & Heystek, J. (2021). Contextual leadership in diverse educational environments. Educational Management Administration & Leadership, 49(4), 547–563. https://doi.org/10.1177/1741143220921196
Bush, T., & Ng, A. Y. M. (2019). Distributed leadership and the Malaysia education blueprint: From prescription to partial school-based implementation. Journal of Educational Administration, 57(3), 279–295. https://doi.org/10.1108/JEA-07-2018-0132
Chapman, C., Muijs, D., Reynolds, D., Sammons, P., & Teddlie, C. (2010). The Routledge international handbook of educational effectiveness and improvement. Routledge.
Cross, C. T. (2014). Political education: National policy comes of age. Teachers College Press.
Day, C., Gu, Q., & Sammons, P. (2017). Stability and change in school leadership. School Leadership & Management, 37(4), 383–401. https://doi.org/10.1080/13632434.2017.1366436
Deal, T. E., & Peterson, K. D. (2020). Shaping school culture: The heart of leadership (3rd ed.). Jossey-Bass.
Elsawah, S., Giurco, D., & Smith, A. (2022). Teaching systems thinking in higher education. INFORMS Transactions on Education, 22(1). https://doi.org/10.1287/ited.2021.0248
Fullan, M. (2021). Leading in a culture of change (2nd ed.). Jossey-Bass.
Ganon-Shilon, S., & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682–698. https://doi.org/10.1177/1741143216628536
Hallinger, P. (2011). Leadership for learning. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Harris, A. (2020). COVID-19: School leadership in crisis? Journal of Professional Capital and Community, 5(3/4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045
Harris, A., & Jones, M. (2022). Leading through disruption. School Leadership & Management, 42(2), 105–117. https://doi.org/10.1080/13632434.2021.1966574
Hong, Q. N., Pluye, P., Fabregues, S., Bartlett, G., Boardman, F., Cargo, M., & Vedel, I. (2018). Improving the content validity of the Mixed Methods Appraisal Tool: A modified e-Delphi study. Journal of Clinical Epidemiology, 111, 49–59. https://doi.org/10.1016/j.jclinepi.2019.03.008
Kools, M., Stoll, L., George, B., Steijn, B., Bekkers, V., & Gouëdard, P. (2020). The school as a learning organisation: The concept and its measurement. European Journal of Education, 55(1), 24–42. https://doi.org/10.1111/ejed.12383
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Mintzberg, H. (2015). Structure in Fives: Designing Effective Organizations. Pearson.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, T. P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mulford, B. (2010). Organizational learning and educational leadership. Educational Administration Quarterly, 46(3), 388–423. https://doi.org/10.1177/0013161X10379169
Ngo, J. (2024). Organisational culture in Indonesian schools during COVID-19: Perceptions of school principals. Journal of International and Comparative Education, 13(1), 35–56.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Retna, K. S., & Ng, P. T. (2016). Educational reform and school leadership in Singapore. Springer. https://doi.org/10.1007/978-981-287-534-0
Reynolds, M. (2024). Systems thinking principles for making change. Systems, 12(10), 437. https://doi.org/10.3390/systems12100437
Reynolds, M., & Kolsaker, A. (2023). Systems leadership for resilient education. Systems Research and Behavioral Science, 40(4), 567–582. https://doi.org/10.1002/sres.2890
Robinson, V. M. (2011). Student-centered leadership. Jossey-Bass.
Schein, E. H., & Schein, P. A. (2021). Organizational culture and leadership (5th ed.). Wiley.
Spivack, M. (2021). Applying systems thinking to education. RISE Programme. https://doi.org/10.35489/BSG-RISE-WP_2021/069
Stensaker, B., Frolich, N., Gornitzka, Å., & Maassen, P. (2014). Organizational identity in higher education. Higher Education, 67(3), 365–379. https://doi.org/10.1007/s10734-013-9692-3
Stoll, L., & Kools, M. (2017). The school as a learning organisation: A review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2–17. https://doi.org/10.1108/JPCC-09-2016-0022
Van de Ven, A. H. (2013). The innovation journey. Oxford University Press.
van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
Vlachopoulos, D. (2021). Organizational change management in higher education through the lens of contingency theory. Education Sciences, 11(11), 705. https://doi.org/10.3390/educsci11110705
Published
Issue
Section
Copyright (c) 2025 Fitriyana Fitriyana, Erlian Eka Damayanti, Binti Luthfiyah, Subandi Subandi, Encep Syarifudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
