This study applies a combined bibliometric and systematic literature review (B‐SLR) to map and synthesize ten years (2015–2025) of research on transformational leadership and state Islamic high school teachers’ educational service experience. Educational service experience is defined as students’ and parents’ perceptions of teaching quality, school climate, and overall satisfaction with Islamic secondary education services. Using Scopus and Web of Science, 78 records were identified and, through PRISMA screening, 25 peer‐reviewed articles met inclusion criteria. Bibliometric analysis quantified publication trends, author and source influence, co‐authorship networks, keyword co‐occurrences, and geographic distribution. Systematic review distilled conceptual structures and methodological approaches. Results show that transformational leadership is the central theoretical lens (20 keyword occurrences) driving research, with self‐efficacy and teacher outcomes emerging as core mediators. Publication output grew at an 11.6% annual rate, peaking in 2024. Collaboration remains predominantly national, with only one multiple‐country publication. Methodologically, structural equation modelling predominates, while hierarchical linear modelling appears as a niche approach. Conceptual mapping identified three thematic clusters: core leadership constructs, teacher engagement/self‐efficacy, and specialized methodological topics. Implications for future research include designing interventions to enhance teacher self‐efficacy, expanding methodological diversity through multilevel and qualitative designs, fostering international collaborations, and centralizing Islamic education scholarship in leading journals. This B‐SLR framework provides a rigorous blueprint for advancing both theoretical depth and practical application of transformational leadership in Islamic secondary education..