Innovative Management for Teacher Professional Development in the Digital Age: A Meta-Synthesis

Abstract

This study addresses the limited conceptual integration of innovative management within the discourse on teacher professional development in the technology era. To bridge this research gap, the study synthesizes fifteen peer-reviewed international and national articles published between 2021 and 2025, aiming to identify dominant trends, strategic mechanisms, and challenges influencing innovation-oriented management in education. Using a qualitative meta-synthesis guided by the IMRAD analytical framework, four thematic domains were identified: (1) digital innovation and transformative school management, (2) structured quality management and continuous professional development, (3) digital literacy integration and technological adaptability, and (4) collaborative and reflective learning ecosystems. The findings indicate that innovative management characterized by digital leadership, quality assurance systems, and adaptive professional learning structures significantly enhances teacher competence and institutional performance. Nonetheless, persistent challenges remain, including uneven technological infrastructure, inconsistent policy implementation, and limited evaluation mechanisms for professional learning outcomes. This study offers an integrated conceptual insight into how innovation-oriented management strengthens teacher professionalism and supports digital transformation. The contribution of this synthesis lies in providing a comprehensive analytical foundation to inform policy development, leadership practices, and future research on technology-driven professional development.