Sustainability of School Leadership Regeneration Based on Digital Governance After Principal Term Limits
DOI:
https://doi.org/10.59890/ijels.v4i5.6Keywords:
Regeneration, Leadership, School, Governance, Digital, Succession.Abstract
The sustainability of school leadership regeneration has become a critical issue when principal term limits are implemented within an increasingly digitalized educational governance system. Principal replacement should not merely be understood as positional rotation, but as an institutional process that determines the continuity of school quality, work culture, supervision, and organizational memory. This study aims to synthesize empirical evidence on school leadership regeneration based on digital governance and to explain how succession, digital capacity, and institutional support can sustain leadership after principal term limits. A systematic literature review was conducted using the PRISMA guidelines. The search was performed in the Scopus database using keyword combinations related to school, principal, leadership, succession, governance, digital, and education. A total of 155 articles were initially identified and then screened based on the 2021–2026 publication range, journal article type, English language, open access status, abstract relevance, DOI availability, and substantive proximity, resulting in 10 included articles. The synthesis shows that school leadership regeneration needs to be supported by role clarity, cadre development systems, knowledge transfer, external evaluation, organizational learning culture, supervision, and digital infrastructure. Digital governance was found to function as a medium for documentation, coordination, decision-making, and preservation of institutional knowledge. This study confirms that principal term limits can become an instrument of organizational renewal when they are managed through a transparent, adaptive, participatory, and data-based succession system.
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