Asriadi Asriadi, Dwi Esti Andriani
This systematic review synthesizes 42 empirical studies on principals’ digital leadership in schools using the input–process–outcome (IPO) framework. The findings show that the research emphasizes infrastructure readiness and teachers’ digital literacy more than principals’ strategic roles and schools’ organizational capacity. Digital leadership practices primarily focus on administrative and coordinative functions, with limited connections to pedagogical leadership. Reported impacts are more consistently observed at the organizational and relational levels than at the learning level. By integrating readiness, leadership practices, and outcomes, this review clarifies the dominant patterns and empirical limitations shaping digital leadership in schools. © 2026 Taylor & Francis Group, LLC.
Educational Management, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
