<![CDATA[Leadership of early childhood education (ECE) unit heads plays a vital role in improving instructional quality. However, existing research remains fragmented, with greater attention given to teacher performance and competence than to the mechanisms linking leadership and instructional quality. This study aims to map existing evidence and develop a conceptual framework explaining this relationship in Indonesian ECE settings. A scoping review was conducted using ten keyword combinations. Of 30 relevant articles, 12 sources published between 2022 and 2026 were selected based on information completeness and abstract availability. These comprised seven empirical studies, three literature reviews, and two supporting documents. Data were categorized by research method and findings and analyzed thematically, without formal quality appraisal. The findings reveal that transformational and servant leadership are associated with teacher motivation, professional development, and organizational climate, although limited facilities and inadequate formal recognition may constrain their implementation. Digitalization shows a weak positive correlation with school effectiveness, while evidence on parental involvement remains mixed. Participatory leadership and two-way communication support effective parent partnerships, although empowerment efforts are not consistently successful. Overall, the evidence is predominantly qualitative and geographically limited, with insufficient investigation of the mechanisms connecting leadership to instructional quality. To address this gap, the study proposes a conceptual framework comprising three pathways: teacher capacity development, organizational culture and climate, and external partnerships, all shaped by contextual support within ECE units. Four propositions are derived to guide future empirical testing. This framework provides a basis for advancing leadership research and informing instructional quality improvement in Indonesian ECE.]]>
Copyrights © 2026
