Educational leadership and school library management in international contexts

Abstract

School libraries have assumed an increasingly strategic role in contemporary educational systems, accompanying the pedagogical, technological, and organizational transformations that characterize twenty-first-century education. In this context, school librarians have expanded their traditional functions, acting as educational leaders, information managers, instructional partners, and agents of innovation within educational institutions. This study aimed to analyze the international scientific literature on educational leadership and school library management, identifying the main functions attributed to school librarians, the management models adopted, the challenges faced, and the contemporary trends guiding their practice in different educational contexts. Methodologically, the study is characterized as an integrative literature review based on the analysis of international studies addressing librarian leadership, school library management, educational innovation, and policies related to school libraries. The findings revealed that educational leadership constitutes a central dimension of school librarians’ professional practice, highlighting competencies related to communication, collaboration, strategic management, information mediation, and technology integration. Furthermore, the effectiveness of school libraries was found to depend on the alignment between institutional management, strategic planning, professional development, and supportive educational policies. Challenges related to professional recognition, funding, specialized training, and the consolidation of collaborative practices within schools were also identified. It is concluded that educational leadership and strategic school library management are fundamental elements for strengthening these spaces as environments of learning, innovation, and information inclusion, contributing to educational development across different international contexts.