Career, Talent, and Leadership Succession Management in Educational Organizations: An Integrative Synthesis Based on a Systematic Literature Review
DOI:
https://doi.org/10.59944/postaxial.v3i4.2187Keywords:
Career Management; Talent Management; Leadership Succession; Talent Pool; Readiness MatrixAbstract
Educational organizations increasingly face a critical challenge in sustaining leadership continuity while responding to evolving demands for educational quality, institutional adaptability, and professional competence. This study aims to systematically synthesize recent literature on the relationship among educator career management, talent management, and leadership succession and to develop an integrative framework for strengthening leadership pipelines in educational organizations. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was identified through Scopus, Garuda, Google Scholar, and Sinta-indexed journals, covering publications from 2019 to 2025. From 142 initially identified records, a rigorous screening and eligibility assessment resulted in 28 studies selected for in-depth thematic synthesis. The findings reveal three interrelated dimensions. First, career management functions as the developmental infrastructure through which educators acquire professional experience, competencies, and leadership exposure necessary for future advancement. Second, talent management serves as the identification and acceleration mechanism, using performance–potential assessment, talent pools, readiness mapping, experiential assignments, coaching, and mentoring to distinguish and develop prospective leaders. Third, leadership succession operates as the continuity mechanism, translating accumulated career development and talent readiness into evidence-based leadership transition. The synthesis further indicates that these functions are frequently implemented in fragmented ways, particularly within educational institutions where succession remains reactive rather than systematically planned. Based on these findings, this study proposes a Three-Layer Integration Framework comprising career infrastructure, talent operationalization, and succession readiness. The framework shifts leadership succession from vacancy-oriented replacement toward a continuous, competency-based process of building leadership readiness and organizational continuity.
References
Agaoglu, F. O., Bas, M., Tarsuslu, S., Ekinci, L. O., & Agaoglu, N. B. (2025). The mediating digital literacy and the moderating role of academic support in the relationship between artificial intelligence usage and creative thinking in nursing students. BMC Nursing, 24(1), 484. https://doi.org/10.1186/s12912-025-03128-3
Agirdag, O., & Muijs, D. (2023). School leadership development and academic achievement: Effectiveness of the High Performing Schools programme. International Journal of Educational Research, 122, 102248. https://doi.org/10.1016/j.ijer.2023.102248
Al-Baihaqi, Z., Haironi, A., & Hilalludin, H. (2024). Strategi Guru Pendidikan Agama Islam Dalam Membentuk Karakter Religius. Al-Ihda’: Jurnal Pendidikan Dan Pemikiran, 19(1), 1290–1295.
Altizer, A. (2022). Forming Catholic educators: The challenge of new teacher induction and mentoring in Catholic schools [Northeastern University]. https://doi.org/10.17760/D20455943
Ana Marie O. Gannaban & Melinda F. Marquez. PhD. (2025). DEVELOPMENT PROGRAMS IN TRANSFORMING SCHOOL PRINCIPALS’ LEADERSHIP STYLES. EPRA International Journal of Multidisciplinary Research (IJMR), 403–410. https://doi.org/10.36713/epra20596
Arshad, M. M., Armugam, B., & Ismail, I. A. (2023). Relationship between Transformational Leadership and Succession Planning Program in Selected National Secondary Schools in Negeri Sembilan, Malaysia. International Journal of Academic Research in Business and Social Sciences, 13(14), Pages 300-311. https://doi.org/10.6007/IJARBSS/v13-i14/18477
Artamonov, D., Balash, V., Kazakov, A., & Melnichuk, D. (2026). The Communication Approach within the Paradigm of Systems Thinking. Issues of Media Business, 5(2), 21. https://doi.org/10.65324/imb029
Baranivska, M. (2026). Populism as a Discursive Practice of Power: An Interpretation within the Framework of Michel Foucault`s Theory. Political Studies, (№2 (12)), 50–61. https://doi.org/10.53317/2786-4774-2026-2-3
Barton, A. (2019). Preparing for Leadership Turnover in Christian Higher Education: Best Practices in Succession Planning. Christian Higher Education, 18(1–2), 37–53. https://doi.org/10.1080/15363759.2018.1554353
Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143
Bima, M., Mohammad Nizarul Alim, & Adnan, N. I. M. (2025). Assessing the Reliability of Halal Certification Implementation: A Qualitative Study on Perceptions of Halal Supervisors and Micro Business Actors. Journal of Islamic Economic Laws, 8(01), 79–105. https://doi.org/10.23917/jisel.v8i01.7305
Carvalho, C., Viana, J., Costa, E., Almeida, M., & Oliveira, E. (2026). Learning to be a Mentor for New Teachers: A Challenge to Retain Teachers in Portuguese Schools. International Journal of Evidence Based Coaching and Mentoring, 24(3), 456–466. https://doi.org/10.1177/17418305261455148
Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711
Dr. Waqar Un Nisa Faizi, Dr. Saira Akhtar, & Muhammad Abdullah Butt. (2026). The Impact of Artificial Intelligence-Assisted Learning on Academic Performance and Critical Thinking Skills Among Undergraduate Students. Social Science Review Archives, 4(2), 2925–2948. https://doi.org/10.70670/sra.v4i2.2401
Ewing, L.-A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50–69. https://doi.org/10.1080/13611267.2021.1899585
Feng, X., Helms-Lorenz, M., & Maulana, R. (2026). Navigating the early-career landscape: Unpacking the role of induction in shaping beginning teachers’ intrinsic motivation, affection, and self-efficacy. Teachers and Teaching, 32(4), 696–729. https://doi.org/10.1080/13540602.2025.2482977
Fink, D., & Brayman, C. (2006). School Leadership Succession and the Challenges of Change. Educational Administration Quarterly, 42(1), 62–89. https://doi.org/10.1177/0013161X05278186
Frankle, R. T. (1976). Nutrition education in the medical school curriculum: A proposal for action: a curriculum design. The American Journal of Clinical Nutrition, 29(1), 105–109. https://doi.org/10.1093/ajcn/29.1.105
Fuentes, D. G. (2020a). Rethinking Approaches to Succession Planning and Developing a Leadership Pipeline in Academic Pharmacy. American Journal of Pharmaceutical Education, 84(12), 8335. https://doi.org/10.5688/ajpe8335
Fuentes, D. G. (2020b). Rethinking Approaches to Succession Planning and Developing a Leadership Pipeline in Academic Pharmacy. American Journal of Pharmaceutical Education, 84(12), 8335. https://doi.org/10.5688/ajpe8335
Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the Future: Leadership Development and Succession Planning in Education. Journal of Research on Leadership Education, 13(3), 286–313. https://doi.org/10.1177/1942775118771671
Galvin Sim Siang Lin, Wai Wah Wong, Dara Khorsyiah Yakob, Carey Ai Chen Lim, & Lara T. Friedlander. (2026). Who Will Lead Next? A Qualitative Study on Leadership Succession Planning in a Malaysian Dental School. Education in Medicine Journal, 18(2), 17–32. https://doi.org/10.21315/eimj2026.18.2.2
Greany, T., Thomson, P., Perry, T., & Collins, M. (2026). A pipeline crisis or a sustainability crisis? Local and national succession planning for headteachers in England. British Educational Research Journal, 52(3), 1898–1918. https://doi.org/10.1002/berj.70089
Hilalludin, H. (2025). Manajemen Kyai VS Pesantren Moderen Sebagai Sebuah Sistem Pendidikan Islam. Jurnal Penelitian Multidisiplin Indonesia, 1(1), 451–463.
Hilalludin, H., & Althof, G. (2024). Perbedaan Tingkat Kematangan Sosial antara Santri Pondok Pesantren Modern dan Tradisional. Mutiara: Jurnal Penelitian Dan Karya Ilmiah, 2(3), 201–208.
Hilalludin, N. (2025). Pemikiran Pendidikan Islam Pada Masa Khulafā’ Rāsyidīn: Analisis Historis dan Relevansinya dalam Pendidikan Modern.
Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
Inocencio, G. A., & Tamayo, M. A. (2025). Succession Planning in Schools: Bases for Future Studies. International Journal For Multidisciplinary Research, 7(6), 60464. https://doi.org/10.36948/ijfmr.2025.v07i06.60464
J, J., & Shyni, Dr. K. V. K. (2021). New Comer-Teacher Adaptation and Leadership Succession in Higher Educational Institutions through Mentoring as an OS Practice. International Journal of Research and Review, 8(12), 70–74. https://doi.org/10.52403/ijrr.20211210
Jackson, B. A., & Allen, S. (2022). Succession planning for senior leaders: Is it always a good idea? International Journal of Educational Management, 36(5), 800–811. https://doi.org/10.1108/IJEM-12-2020-0576
Lubbe, A., Marais, E., & Kruger, D. (2025). Cultivating independent thinkers: The triad of artificial intelligence, Bloom’s taxonomy and critical thinking in assessment pedagogy. Education and Information Technologies, 30(12), 17589–17622. https://doi.org/10.1007/s10639-025-13476-x
Mahama, I., & Amadu, P. (2025). You are the Driver and AI is the Mate: Exploring Human-Led Creative and Critical Thinking in AI-Augmented Learning Environments. F1000Research, 14, 974. https://doi.org/10.12688/f1000research.167988.1
Maloch, B., Mosley Wetzel, M., Tily, S., Daly, A., Murdter-Atkinson, J., & Krafka, C. (2022). Mentoring in a University-based Induction Program. The Teacher Educator, 57(4), 431–451. https://doi.org/10.1080/08878730.2022.2107131
Mansur, Yasid, A., & Faqih, R. (2025). Building Bonds Through Certification: Collaborative Governance and Social-Economic Outcomes in Indonesia’s Halal Ecosystem. ASEAN Journal of Halal Study, 2(2), 1–9. https://doi.org/10.26740/ajhs.v2i2.50310
Maras, K., Cumming, T. M., & Lee, H. M. (2025). Supporting early-career teachers with external mentoring: A scoping review. Teachers and Teaching, 31(7), 1180–1200. https://doi.org/10.1080/13540602.2024.2382785
Maready, B., Cheng, Q., & Bunch, D. (2021). Exploring Mentoring Practices Contributing to New Teacher Retention: An Analysis of the Beginning Teacher Longitudinal Study. https://doi.org/10.24384/RGM9-SA56
Mokoena, T. D., & Van Tonder, G. P. (2024). Influencing beginner teachers’ autonomy: The impact of mentorship in fostering self-directed learning. International Journal of Educational Management, 38(5), 1265–1288. https://doi.org/10.1108/IJEM-05-2023-0247
Muzakki, A., Wuryaningrum, R., & Yuliati, N. (2025). The Effect of Integrated Learning Management System with Augmented Reality and Artificial Intelligence on Critical Thinking Ability and Digital Literacy in Elementary Schools. European Journal of Education and Pedagogy, 6(3), 22–28. https://doi.org/10.24018/ejedu.2025.6.3.930
Nolan, A., Ciuciu, J., Moore, D., Lanting, C., & Kinnear, K. (2025). Valuing the early childhood education workforce: Fostering and sustaining professional growth through induction and mentoring. Journal of Early Childhood Teacher Education, 46(4), 713–728. https://doi.org/10.1080/10901027.2025.2552190
Oktafiani, A., & Setiaji, K. (2025). Pengaruh Literasi Digital dan Kemandirian Belajar terhadap Kemampuan Berpikir Kritis dengan Penggunaan Artificial Intelligence Sebagai Variabel Moderasi. Jurnal Studi Guru Dan Pembelajaran, 8(3), 1970–1981. https://doi.org/10.30605/jsgp.8.3.2025.7156
Parfitt, C. M. (2022). Succession Planning: A Framework and Guidelines for School Leaders. Rowman & Littlefield Publishers. https://doi.org/10.5771/9781475860948
Park, S., & Choi, S. (2025). Boosting novice teachers’ retention intention: International evidence on the role of mentoring via job satisfaction and organizational commitment. Journal of Educational Administration, 63(6), 489–504. https://doi.org/10.1108/JEA-04-2024-0108
Pikuła, N. G. (2024). Talent management in educational institutions. International Journal of Contemporary Management, 60(1), 162–169. https://doi.org/10.2478/ijcm-2024-0009
Rachman, A., & Sangare, B. (2023). SYNERGY AND COLLABORATION BETWEEN GOVERNMENT AND PRIVATE INSTITUTIONS IN BUILDING HALAL ECOSYSTEMS IN INDONESIA. Jurnal Ilmiah Islam Futura, 23(2), 303. https://doi.org/10.22373/jiif.v23i2.17507
Ramaditya, M., Maarif, M. S., Affandi, J., & Sukmawati, A. (2022). Reinventing talent management: How to maximize performance in higher education. Frontiers in Education, 7, 929697. https://doi.org/10.3389/feduc.2022.929697
Rowe, E., Sullivan, A., Tippett, N., Simons, M., Grist, E., Reupert, A., Woodcock, S., & White, S. (2026). Precariously employed early career teachers and induction policies: A critical policy study. Journal of Education Policy, 41(1), 45–63. https://doi.org/10.1080/02680939.2025.2580975
Sabrina D. Stanley. (2026). Learning the Norms: A Case Study of a Novice Science Teacher’s Socialization into a Community of Practice. International Educational Research, 9(1), p41. https://doi.org/10.30560/ier.v9n1p41
Smagina, O., & Stich, J.-F. (2026). Talent Development in Higher Education Institutions: Systematic Literature Review and Research Agenda. Human Resource Development Review, 25(3), 231–260. https://doi.org/10.1177/15344843251381389
Sudla, W., Surawatakul, L., Wancham, K., & Boonta, N. (2026). Supporting early-career teacher resilience: A systematic review of resilience-enhancing practices for teacher retention. Cogent Education, 13(1), 2728202. https://doi.org/10.1080/2331186X.2026.2728202
Tian, J., & Zhang, R. (2025). Learners’ AI dependence and critical thinking: The psychological mechanism of fatigue and the social buffering role of AI literacy. Acta Psychologica, 260, 105725. https://doi.org/10.1016/j.actpsy.2025.105725
Tzirides, A. O. (Olnancy), Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y., Santos, T. A. D., Searsmith, D., O’Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, 100184. https://doi.org/10.1016/j.caeo.2024.100184
Wahyudin, M., Hilalludin, H., & Haironi, A. (2024). Peran Dosen dalam Meningkatkan Motivasi Belajar Mahasiswa STIT Madani. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(3), 130–136.
Yap, H. Y., Hussien, H. D., Tan, S. K. S., Tan, J. S. Y., & Tan, S. M. (2025). Contract teaching as a liminal bridge: How pre-entry beliefs become commitment in PE teacher socialisation. Frontiers in Sports and Active Living, 7, 1719826. https://doi.org/10.3389/fspor.2025.1719826
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence literacy education in primary schools: A review. International Journal of Technology and Design Education, 35(5), 2175–2204. https://doi.org/10.1007/s10798-025-09979-w
Yirci, R., Karakose, T., Kocabas, I., Tülübaş, T., & Papadakis, S. (2023). A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators. Sustainability, 15(4), 3027. https://doi.org/10.3390/su15043027
