This study aims to examine how organizational constraints and systemic contradictions shape the enactment of leadership competencies in public sector organizations. Drawing primarily on contradiction theory and complemented by systems theory and competency-based leadership perspectives, it reconceptualizes leadership development as a dynamic, context-embedded and tension-driven process in which competencies are selectively activated, reshaped and reconfigured rather than linearly applied.
This study adopts a qualitative evidence synthesis (QES) of 208 secondary sources (2000–2025), using Preferred Reporting Items for Systematic Reviews and Meta-Analyses-adapted selection procedures. Data were analyzed through interpretive thematic synthesis guided by contradiction theory and an E1–E6 framework. Open, axial and selective coding were applied. Quantitative findings were used only descriptively, without statistical re-analysis.
The synthesis indicates that while leadership development programs emphasize competencies such as innovation, strategic thinking and problem-solving, their enactment is systematically conditioned by bureaucratic, hierarchical and regulatory constraints. Rather than merely restricting leadership behavior, these constraints structure how competencies are interpreted and enacted in practice. Leaders respond through adaptive strategies, including incremental innovation and coalition-building, which enable performance stabilization within persistent systemic contradictions. Apparent weak quantitative relationships are interpreted as evidence of contextual and relational leadership dynamics rather than methodological failure.
Leadership development should extend beyond competency acquisition to strengthen leaders’ capacity to interpret and navigate systemic contradictions through adaptive judgment in constrained governance environments
This study advances leadership theory by demonstrating that contradictions function as both structural and interpretive mechanisms shaping leadership enactment, reframing effectiveness as an emergent, context-conditioned outcome rather than a direct output of competencies.
