Educational Leadership Across Borders: A Qualitative Content Analysis of Continuity, Disruption, and Reform Trajectories
Year: 2025
Type: article
Abstract: Educational reform plays a vital role in shaping educational systems, providing sustainable policies to serve the best interests of its constituents. This study examined the impact of leadership continuity and disruption in sustaining digital educational reform, emphasizing the importance of strong succession planning during leadership transition. This study employed a qualitative content analysis design anchored in Schreier and Bowen’s document analysis framework and examined policy documents, strategic plans, reform narratives, and articles published between 2019 and 2025 across the Philippines and other countries. The data sources were taken from publicly accessible sources (DepEd, CHED, UNESCO, ASEAN) and global repositories (Google Scholar, Scopus Index, etc.) and were analyzed through a document matrix supported by AI-assisted thematic extraction. Findings revealed that leadership continuity can be strengthened and sustained through strategic succession planning, teachers’ capability building, coaching, and mentoring. On the other hand, leadership disruption has intensified its impact on leadership continuity due to weak succession planning and frequent turnover of documents and responsibilities. Thematic extraction also revealed that strategies to digital reform emphasized development of infrastructure, teacher digital training, curriculum integration, and access to inclusive education, aligning closely with SDG 4 targets on equity, teacher development, and policy coherence. Moreover, digital transformation was highlighted as a catalyst for systemic educational reform and digital-informed leadership. The study concludes that leadership continuity, shared governance, and digital citizenship were critical to sustaining educational reforms, while disruptions deepened equity gaps and undermined institutional memory. With this, a vitalized implementation of school policies should be based on policy analysis, considering the teachers, parents, stakeholders, and students. These findings contribute to the educational leadership discussion and digital transformation globally, aligning the conditions for inclusive and sustainable reform strategies.
Authors: Abapo, Jade Mark, Aclao, Joel
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7116397223
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