Transformative Leadership within Global Educational Ecosystems: A Systematic Literature Review on School Innovation

Abstract

Transformational leadership has increasingly been recognized as a critical driver of innovation within contemporary educational systems facing globalization, technological disruption, and growing demands for inclusivity. Although a substantial body of research has examined transformational leadership in educational contexts, existing studies remain fragmented and often focus on isolated outcomes, such as teacher motivation or organizational culture, without providing a comprehensive synthesis of its role in fostering school innovation within global educational ecosystems. This study aims to systematically review international literature on transformational leadership in education and analyze its contribution to school innovation across diverse educational contexts. Employing a systematic literature review approach, 18 peer-reviewed international journal articles published between 2018 and 2025 were analyzed using thematic synthesis. The findings reveal that transformational leadership promotes school innovation through four interconnected mechanisms: the development of collaborative school culture, teacher empowerment and professional development, sense-making during technological change, and the promotion of inclusive and adaptive practices. Furthermore, transformational leadership functions as a bridging mechanism that aligns global educational pressures with localized school practices. This study contributes to the educational leadership literature by offering an integrative conceptual framework that positions transformational leadership as a systemic capacity for sustaining innovation within global educational ecosystems. Practical implications for school leaders and policymakers, as well as directions for future research, are discussed.