<![CDATA[Digital transformation is increasingly reshaping educational administration, yet existing studies rarely integrate technology use, digital leadership, data governance, and administrative outcomes within a single school-governance framework. This integrative literature review examines how digital technology is associated with administrative efficiency, information-system integration, transparency, accountability, digital leadership, and institutional readiness in modern school governance. The review synthesizes 25 core sources: 23 publications from 2019–2025 and two earlier EMIS policy/framework documents used only for conceptual support. Sources were retained through sequential title/abstract relevance screening and full-text eligibility assessment against predefined inclusion and exclusion criteria, then analysed using content analysis and thematic synthesis. The synthesis indicates that digital systems are associated with faster access to records, more structured reporting, improved information availability, and stronger support for managerial decision-making; however, the evidence remains heterogeneous and largely non-causal. Recurring constraints include infrastructure gaps, fragmented systems, uneven digital literacy, user resistance, dependence on technical operators, and data-security risks. The review proposes an integrative framework linking enabling conditions, organizational mechanisms, control mechanisms, core administrative processes, and governance outcomes. These findings imply that schools should adopt digital administration gradually, with clear data-governance rules, sustained capacity building, interoperability planning, and context-sensitive infrastructure support rather than treating application adoption as an end in itself.]]>
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