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All Journal PAEDAGOGIA Proceeding National Conference Business, Management, and Accounting (NCBMA)
Aldo Hutagalung
Universitas Pelita Harapan
Economics, Econometrics & Finance Education Social Sciences

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LEADERSHIP LEGACY AND SUSTAINABLE SCHOOL PERFORMANCE: A SYSTEMATIC LITERATURE REVIEW OF LEADERSHIP STYLE, ORGANIZATIONAL CULTURE, TEACHER MOTIVATION, AND JOB SATISFACTION Ardin Sianipar; Aldo Hutagalung; Fransiska Wahyu Ari Susilawati
Proceeding National Conference Business, Management, and Accounting (NCBMA) 9th National Conference Business, Management, and Accounting
Publisher : Faculty of Economics and Business Universitas Pelita Harapan

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Abstract

This study examines how leadership style, organizational culture, teacher motivation, and job satisfaction contribute to leadership legacy and sustainable school performance. The purpose of this study is to synthesize existing research, identify key research gaps, and propose an integrative conceptual framework that supports sustainable educational leadership aligned with Sustainable Development Goal 4 (SDG 4). A systematic literature review (SLR) was conducted following PRISMA guidelines. Articles were retrieved through the Dimensions AI platform, which provides access to major academic databases including Scopus, Emerald Insight, ScienceDirect, SpringerLink, and Google Scholar. The initial search identified 150 studies published between 2015 and 2025. After applying inclusion and exclusion criteria based on the PICOS framework and conducting independent screening by two researchers, 42 articles were selected for final analysis. Inter-coder reliability was assessed using Cohen’s kappa to ensure analytical consistency. The findings reveal three key patterns. First, leadership style—particularly transformational, instructional, and collaborative leadership—plays a central role in shaping leadership legacy and long-term school development. Second, organizational culture functions as an institutional mechanism that preserves leadership values and practices across leadership transitions. Third, teacher motivation and job satisfaction act as mediating factors linking leadership practices with school performance outcomes. This study contributes theoretically by proposing an integrative framework connecting leadership style, organizational culture, teacher motivation, and job satisfaction to leadership legacy and sustainable school performance. Practically, the findings provide insights for policymakers and school leaders seeking to strengthen sustainable educational leadership, particularly within the context of Indonesian secondary education.
AI in Education and Online Learning - Educational Leadership for Human-Centred Digital and Artificial Intelligence Transformation Ardin Sianipar; Widya Angelina; Aldo Hutagalung
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.114675

Abstract

This study presents a systematic literature review (SLR) guided by the PRISMA 2020 protocol to synthesize the role of educational leadership in driving digital transformation and the adoption of artificial intelligence (AI) toward human-centered development in both traditional and open and distributed learning (ODL) environments. Drawing on 15 peer-reviewed studies (2018–2024), the findings reveal that leadership serves as a pivotal mediator between technological innovation and equitable educational outcomes. Three thematic pathways emerged: (1) leadership competence for AI integration, which determines institutional readiness and ethical governance; (2) human capacity building, where teacher digital literacy and pedagogical redesign translate technology into meaningful learning; and (3) ethical and inclusive AI practices that safeguard transparency, fairness, and accessibility. The study advances a Human-Centred AI Leadership Framework that integrates four domains—educational leadership, digital transformation, AI integration, and human development—within ODL ecosystems. Conceptually, it extends transformational and distributed leadership theories to socio-technical and ethical dimensions. In practice, it provides policy guidance for embedding AI governance, teacher professional development, and equity-driven digital strategies within national and institutional systems. The review highlights that the future of AI in education hinges not on automation but on leadership that combines technology with humanity.
Co-Authors Ardin Sianipar Fransiska Wahyu Ari Susilawati Widya Angelina