Abstract:

The paper presents novel findings from a systematic literature review of research studies, shedding light on the relationship between Pedagogical/Educational Leadership and assessment in educational organizations. Further, it explains the importance of implementing innovative pedagogical/educational leadership practices, particularly principal assessment, to enhance school opportunities.

Specifically, it sought to illuminate, understand, and present evidence drawn from several international research findings in the last three decades, followed by the PRISMA statement. Furthermore, the study presents the progress of a causal relationship that arose through the years and targets to provide:
i) the international approach concerning Pedagogical/Educational Leadership in educational organizations over the last two decades and
ii) the constructive role of the assessment process on teachers' and students' improvement.

However, the study presents the engagement of these two variables according to a systematic literature review of the existing international research data. The current study is significant because it continues to be necessary to understand the effects of crucial element factors such as successful leadership on teachers' effectiveness, students' achievement, and, therefore, school effectiveness and improvement.

The research methodology is based on a constructive research analysis of a specific protocol. Therefore, the selected protocol offers insight into relevant and current research data concerning the significance of Pedagogical Leadership and its impact on teachers and students. The data is based on 62 international research studies randomly selected from a summary of 98 related research studies over the last two decades and published in several scientific databases and scientific research gates and sources. Furthermore, according to the PRISMA statement, the study regarding a specific protocol follows a systematic procedure.

Consequently, the findings investigate the alternative adoption of different Pedagogical/Educational Leadership evaluation practices that can affect teacher and student levels. Recognizing opportunities from the principal's evaluation regarding specific and alternative evaluation practices in school organizations is essential. For instance, alternative evaluation practices, such as mentoring, peer coaching, portfolio, teaching observation, self-assessment of the teacher, learning walks, internal and external evaluation, and student evaluation for their teacher, can be adopted as daily evaluation practices. In times of uncertainty, digital methods can be implemented as similar alternative evaluation practices. Hence, the leader of the school organization holds an essential role in the evaluation process and the effective implementation of most evaluation practices, promoting them every school day and guiding the adjustment in specific school contexts.

Conclusively, the literature review revealed the procedure for becoming an effective educational organization by adopting an appropriate leadership approach such as Educational Leadership. Accordingly, the research study offers insight into international research studies. It simultaneously contributes to international educational policies according to the presentation of effective pedagogical practices and guides the multifaceted principal role in the 21st Century by providing advantages from inclusive approaches.

Keywords:

Pedagogical/Educational Leadership, principal assessment, school effectiveness, school improvement.