E-leadership has become particularly prominent in the public sector over the last five years. The urgent shift requires more remote work and management via information and communication technologies. In recognition of its ever-growing popularity, the objective of this article is to provide a systematic review of the existing literature on e-leadership within public sector organisations and identify key research approaches and outcomes. The analysis provides a framework of research on e-leadership in public sector entities, by focusing on various theoretical, methodological, empirical and contextual perspectives, specifically tailored to public sector organisations. The detailed framework, presented here, incorporates dimensions, approaches, clusters and findings of previous research (articles, published in the period 2013–2022), aiding a deeper understanding of the phenomenon and its practical implementation. The study complies with PRISMA 2020 requirements. As it shall be demonstrated, interest in the phenomenon surged during the pandemic, particularly within educational and management disciplines. The findings highlight a predominant focus on leadership within educational institutions, whilst areas such as healthcare and public governance remain under-researched. The most common theoretical approach adopted is associated with the transformational leadership theory and encompasses three main interpretations. Specifically, it evaluates e-leadership as a strategic approach, a leadership process and a leadership transformation. Qualitative methodology predominates in e-leadership research within the public sector, with quantitative and mixed-method approaches being less frequent. Addressing the challenges identified by previous research, such as competency and infrastructure deficiencies, is crucial for advancing knowledge of e-leadership in the public sector and improving sustainable performance.

This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individuals’ professional capital. The paper provides an overview of project interventions (i.e., activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals’ perceptions of professional capital, which is presented using Cohen’s d effect size measure. The measurement sample consisted of teachers (n(I) = 5105; n(II) = 4683) and school leaders (n(I) = 439; n(II) = 405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relative smallest in the field of human capital.

This article presents the research results on developing professional capital in Lithuanian schools during the national project "Time for leaders". The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components (Hargreaves and Fullan, 2019) of schools through the various cooperation-based learning experiences of educational professionals. The article provides an overview of project interventions (activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals' perceptions of professional capital is presented using Cohen's d effect size measure. The measurement sample consisted of teachers (n1=5105; n2=4683) and school leaders (n1=439; n2=405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relatively smallest - in the field of human capital.