Innovating Elementary Education Management through School-PGSD Partnerships: An Integrative Framework for Curriculum, Leadership, and Teacher Competencies

Abstract

Innovative elementary education management should not be reduced to the adoption of new technologies or programs; it concerns a school's capacity to build learning-centered leadership, adaptive curriculum management, professional learning, and partnerships responsive to students' needs. This study formulates an integrative framework connecting school management capacity with Elementary School Teacher Education (PGSD) competencies. An integrative literature review was conducted using 18 key sources, including peer-reviewed articles, meta-analyses, research reports, and official regulations published between 2020 and 2025. Sources were selected for their relevance to school leadership, curriculum management, teacher competencies, professional development, digital transformation, and school-university partnerships. The literature was analyzed through thematic coding and conceptual synthesis. Six interrelated components emerged: learning-centered leadership, adaptive curriculum management, continuous professional development, clinical school-PGSD partnerships, evidence-informed digital governance, and community participation with an equity orientation. The synthesis indicates that educational innovation is more likely to be sustained when schools and teacher education programs share responsibility for field-based practice, mentoring, school-based inquiry, and competency development. The proposed framework contributes a practical conceptual model for aligning elementary school management with preservice teacher education and continuing professional learning.