Collaboration between Teachers and Principals in Vocational Planning Towards Digital Transformation: A Systematic Literature Review

Abstract

The digital transformation in education requires schools to adapt rapidly to changes in technology, learning methods, and the needs of 21st-century students. In vocational schools, the role of principals and teachers is crucial in planning the direction of technology-based school development. However, many vocational schools still lack optimal collaboration between school leaders and teachers in the planning process—thus, digitization often proceeds without direction. The purpose of this study is to investigate how collaboration between teachers and principals contributes to effective educational planning in vocational schools and how this collaboration supports digital transformation initiatives. This study uses the Systematic Literature Review (SLR) method. This writing's references come from journals, papers, and articles published between 2021 and 2025. Fifteen journals, papers, and articles were reviewed, all sourced from Google Scholar. The results of this study examine key factors such as shared vision, leadership practices, teacher professional development, infrastructure readiness, and collaborative planning processes. Findings indicate that strong leadership led by the principal who encourages formal and informal teacher collaboration significantly improves the school's ability to implement digital transformation strategies. The study concludes with implications for policy, professional development, and school leadership practice, offering a collaborative planning model for vocational education contexts.