Instructional Leadership Practices in Teacher Preparation: A Systematic Review

Purpose: This study examined instructional leadership practices within teacher preparation institutions and analyses their influence on teachers’ pedagogical competence and professional readiness. The study determined the contextual challenges and enabling factors affecting the implementation of instructional leadership in teacher education settings. Design/Methodology/Approach: Using the Scopus database and VOSviewer software for visualisation analysis, a systematic literature review guided by the PRISMA framework was carried out. In the initial search, 9,956 publications were found; these were narrowed down to 1,287 articles published between 2021 and 2026 using specific inclusion and exclusion criteria. To synthesise patterns pertaining to instructional leadership methods, outcomes, and contextual variables, data were extracted methodically and subjected to deductive theme analysis. Thirty studies were chosen for final analysis as a result of this thorough screening. Research Limitation: By limiting the study to specific databases and English-language searches, publications in print only or in other databases or languages were not included in this study. Therefore, the observed knowledge espoused in this paper should not be construed as the entire spectrum of what is known about extant literature on instructional leadership practices in teacher education. Findings: Pursuant to the review, strategic vision-setting, curriculum coordination, instructional supervision, professional development facilitation, collaborative culture-building, and adaptive digital leadership are traits that define instructional leadership in teacher training institutions. Research shows that instructional leadership practices and teachers' pedagogical ability, motivation, professional development, and change readiness are significantly positively correlated. However, while enabling elements include distributed leadership, stakeholder engagement, organised professional development, and supportive institutional cultures, execution is frequently hampered by restricted authority, workload constraints, resource inequities, and leadership ability gaps. Practical Implication: The findings highlight the need for systemic capacity-building, policy alignment, and sustained professional support to strengthen instructional leadership within teacher education institutions. Social Implication: It improves teacher quality, enhances educational outcomes, and promotes long-term effectiveness in education systems, thereby contributing to sustainable educational improvement. Originality/Value: By situating instructional leadership within the teacher preparation context, this study extends existing scholarship beyond school-level analysis and offers an integrative synthesis of contemporary evidence to inform leadership development and policy reform in teacher preparation.