Strategic Management and Quality of Teacher Training: A Systematized Narrative Review (2008–2026)

Abstract

The relationship between institutional strategic management and the quality of teacher education programs has gained increasing prominence in the literature over the past two decades, driven by pressures related to accreditation, accountability, and curricular transformation. This article presents a systematic narrative review of the literature published between 2008 and 2026, based on 347 records exported from Scopus and ScienceDirect. Following the phases of data cleaning, screening, and eligibility assessment in accordance with the PRISMA 2020 guidelines, the qualitative synthesis included 41 documents from four continents. The analysis was organized around three objectives: to systematize the conceptual foundations linking strategic management with educational quality; to examine institutional tools for planning and quality assurance in teacher training programs; and to analyze teacher professional development as both a condition and an outcome of quality training. It was revealed that training quality emerges from the institutional capacity to integrate diagnosis, planning, evaluation, and an organizational culture oriented toward continuous improvement. The evidence also showed that sustained teacher professional development constitutes both a prerequisite and an observable outcome of the most mature quality assurance systems.