Theoretical trends in administrative planning in the management of district public schools
Abstract
Administrative planning in the executive management of public district schools demands constant updating to address global challenges. This study analyzes the evolution of its theoretical trends over the last decade (2016–2026) to understand how school principals respond to the contemporary environment's regulatory, technological, and social demands. Guided by the PRISMA 2020 statement, a systematic review and bibliometric analysis were executed using the Scopus database. The final sample comprised 220 scientific documents, which were quantitatively and qualitatively processed using statistical and relational mapping tools. The findings reveal a transition from a technical-bureaucratic paradigm toward multidimensional models. Following a post-pandemic production trough (2021–2023), the literature reached its historical peak in 2025 with 39 documents. Three dominant macro-trends were identified: professional development to combat burnout, smart digital governance (Smart Management) driven by artificial intelligence, and the school as a hub for community health and social justice. The ecosystem is heavily led by production from the United States with 70 publications, the Hassan II University of Casablanca, and journals within the social and medical sciences (27.1%), with original research articles being the prevailing format (76.8%). Current administrative planning has shifted from being an instrumental control mechanism to an exercise in adaptive leadership and institutional resilience. This study highlights the need to decentralize the hegemonized Anglo-Saxon theory and offers an integrated strategic framework for district principals in Colombia to safely adopt digital automation and community well-being.
Keywords: theoretical trends, administrative planning, executive management, public district schools.
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