The present study aims to explain and analyze the application of postmodern approaches in educational leadership scholarship and to examine their implications for the Iranian education system. Conventional studies of educational leadership, largely influenced by the positivist paradigm, face limitations in explaining the complexity and contextual nature of leadership phenomena. Adopting a qualitative approach and employing thematic analysis, this study systematically reviewed 58 authoritative Persian and English sources (1990–2026).

The analysis identified four major themes regarding the application of postmodern approaches in educational leadership scholarship: (1) the redefinition of ontological and epistemological foundations, emphasizing the acceptance of multiple realities and the contextual nature of knowledge; (2) methodological transformation, including the expansion of narrative inquiry, discourse analysis, and participatory research; (3) theoretical transformation, characterized by a shift from individual-centered leadership models toward distributed and dialogical leadership; and (4) ethical and justice-oriented implications, highlighting attention to marginalized voices and the critique of power structures.

The findings suggest that applying these approaches within the Iranian education system—given its characteristics such as administrative centralization, cultural diversity, and regional inequalities—may contribute to the development of participatory leadership, the reduction of educational disparities, and the strengthening of social capital. The study concludes by emphasizing the need to reconsider the epistemological foundations of educational leadership research and to develop integrative approaches that are responsive to the Iranian context.