The leadership of innovation in education: findings from an environmental scan

Abstract

Although innovation is widely promoted as essential to educational transformation, definitional ambiguity and a persistent disconnect between policy rhetoric and implementation realities leave educational leaders without the conceptual clarity or systemic support necessary to enact meaningful change. This article presents findings from a global environmental scan that explores how innovation in education is defined, enacted, and constrained through educational leadership. Guided by systematic screening standards, the scan initially identified 147 grey literature sources, of which 94 met the inclusion criteria. Using comparative and thematic analysis, the study examines how educational leadership mediates innovation across diverse governance, policy, and cultural contexts. Three key themes emerged: (1) the enabling and constraining conditions for innovation; (2) the persistent tensions leaders face between top-down mandates and grassroots responsiveness; and (3) the global variation in leadership strategies shaped by sociopolitical and economic conditions. These findings highlight a significant disconnect between policy rhetoric and leadership realities, as well as a lack of definitional clarity and systemic support for innovation. This study calls for more context-responsive, relational, and adaptive leadership frameworks that align local needs with broader reform goals.