Abstract
Effective curriculum implementation in secondary schools is widely recognized as a critical determinant of teaching quality and student learning outcomes, with school leadership playing a central role in translating policy into practice. This study presents a systematic literature review examining school leadership practices that shape secondary school curriculum implementation, drawing on empirical studies published between 2015 and 2025. Following a rigorous search strategy across major academic databases, eighteen peer-reviewed studies meeting predefined inclusion criteria were synthesized. The review identifies instructional leadership as the most consistently reported and influential practice, particularly in aligning instructional strategies with curricular goals, monitoring teaching practices, and ensuring curriculum fidelity. Complementing this, distributed leadership and Professional Learning Communities (PLCs) emerged as key approaches that strengthen teacher collaboration, shared accountability, and continuous professional development. Equity-oriented leadership was found to address inclusion and reduce disparities in student outcomes, while ICT-enabled leadership reflects emerging demands associated with digital transformation and post-pandemic educational contexts. Collectively, these leadership practices demonstrate a dual influence on curriculum implementation by enhancing both implementation processes—such as collaboration, professional learning, and inclusive practices—and outcomes, including student achievement, equity, and consistency of curriculum delivery. Despite robust international evidence, the review reveals significant gaps in Philippine-based research, particularly in empirical assessments of curriculum implementation fidelity and student learning outcomes. The findings underscore the need for leadership capacity-building, evidence-based policy alignment, and context-sensitive research to support effective curriculum implementation. This review contributes to the literature by synthesizing leadership practices that inform both theory and practice, offering implications for policymakers, school leaders, and researchers seeking to strengthen secondary school curriculum implementation.
