1980至2025年學校教育領導研究熱點比較分析

The Comparative Analysis of Research Hotspot in School Educational Leadership From 1980 to 2025

1980年代，是教育領導研究重心從傳統領導理論轉向新興領導理論的重要時期；為探討1980年以來學校教育領導的研究熱點，同時觀察2020年之後COVID-19疫情流行的研究變化，本研究蒐集Scopus資料庫1980至2025年間的4,951篇學術文獻，採用文獻計量分析法以及R語言的Bibliometrix與Biblioshiny工具進行分析。研究重點包括：一、透過文獻數量與引用情形了解教育領導研究的主要趨勢；二、利用社會網絡分析洞察趨勢主題；三、藉由關鍵詞主題地圖找出研究熱點，再從學術網絡中找到研究合作社群結構。研究結果顯示，教育領導研究已由早期的結構性改革轉向強調教學品質及全人發展，當前尤其重視跨域整合與社會責任的新興議題；建議未來研究應持續聚焦關鍵作者群的理論與實踐，探索跨學科合作，並推動教育政策更具體化，以提升教育領導者面對變化環境的能力與教育效能。

The decade of the 1980s represented a significant transition in educational leadership studies, as the research focus evolved from traditional leadership theories toward emergent leadership models; To explore the research hotspots in school educational leadership since 1980 and to examine how research in this field has evolved following the COVID-19 pandemic after 2020, this study employed the Scopus database to collect 4,951 academic publications from 1980 to 2025. A bibliometric analysis was performed using the R-based Bibliometrix and Biblioshiny tools. The key research dimensions include: (1) Understanding the main trends in educational leadership research through the number of papers and citations; (2) applying social network analysis to uncover thematic trends; and (3) employing thematic mapping of keywords to pinpoint research hotspots and examining academic collaboration networks to understand the structure of scholarly communities. The findings indicate a significant shift in educational leadership research from structural reforms in its early stages toward a contemporary emphasis on instructional quality and holistic student development. Currently, there is increasing attention on interdisciplinary integration and emerging issues related to social responsibility. The study recommends future research to continue focusing on the theoretical and practical contributions of key scholars, encourage interdisciplinary collaboration, and advocate for more specific educational policy development. These efforts aim to enhance educational leaders’ capabilities to adapt to changing environments and improve educational effectiveness.