TEACHERS AS PEDAGOGICAL LEADERS: A SYSTEMATIC REVIEW OF DISTRIBUTED AND COLLABORATIVE LEADERSHIP IN SCHOOLS

Abstract

This systematic review investigates the evolving role of teachers as pedagogical leaders within the frameworks of distributed and collaborative leadership. Drawing on 54 peer-reviewed studies published between 2000 and 2025, the review synthesizes how teacher leadership is conceptualized, enacted, and supported across diverse educational contexts. Using PRISMA 2020 guidelines and Tranfield’s structured review method, the study identifies five key thematic domains: conceptualizations of pedagogical leadership, practical leadership enactments, contextual enablers and constraints, theoretical models, and research gaps. The findings reveal a growing emphasis on co-planning, mentoring, professional learning communities, and shared decision-making as defining practices of teacher-led leadership. However, the review also uncovers limitations in current literature, including conceptual ambiguity, limited empirical work in Global South settings, and insufficient integration of digital leadership practices. Implications for policy, teacher training, and future research are discussed, with recommendations to embed leadership development into teacher preparation and to promote inclusive, context-responsive leadership frameworks. This review contributes to a deeper understanding of how empowering teachers as pedagogical leaders can enhance school improvement, equity, and instructional innovation.

Keywords: Teacher leadership; Pedagogical leadership; Distributed leadership; Collaborative leadership; Professional learning communities; Instructional leadership; Systematic literature review