A systematic review of research on school leadership in Hong Kong, 2015–2025

Purpose This systematic review aims to identify key research themes in educational leadership and management (EDLM) in Hong Kong between 2015 and 2025 and compare them with those reported in Szeto et al.’s (2015) review of the 1995–2014 literature. It delineates emerging trends and shifting research and practice priorities. It also seeks to contribute to the global scholarship on EDLM and offer contextually grounded insights with international relevance. Design/methodology/approach The review examines 64 empirical and conceptual articles collected from eight EDLM journals and three academic databases (Scopus, ERIC and Web of Science), using the theme checklist developed by Szeto et al. (2015). Findings Four key themes, comprising 10 sub-themes, were identified. Leadership development and Leadership for learning remain as core research themes, while hybrid and complex reform context and collaborative school culture have emerged as new areas of focus. This review interprets the pragmatic characteristics and effective practices of school leadership in Hong Kong. It also shows the research trends in Hong Kong's EDLM broadly align with global scholarship, while revealing persistent research gaps, particularly in analyses of political and wider societal contexts. Originality/value Hong Kong was a leading contributor to international EDLM scholarship in the 2000s and has increasingly been recognized in recent years as a reference point for leadership practice internationally. The review updates the knowledge base of school leadership research in Hong Kong and supports cross-context learning within the global EDLM community.