Page 80 - Educational Leadership in a Changing World

Monika Šimkut˙ e-Bukant˙ e and Vilma Žydži¯ unait˙ e

bersky, 2016; Paletta et al., 2017; Ford et al., 2019) without distinguish-
ing specific leadership styles. If school principal leadership styles are
found in the studies conducted, they usually include only one (Buskila
& Chen-Levi, 2021; Collie, 2023; Mendoza & Dizon, 2024; Liu et al.,
2023) or a few (Eyal & Roth, 2011; Van der Vyver et al., 2020) principal
leadership styles. Therefore, a lack of systematic links between princi-
pal leadership styles and teachers’ professional well-being is observed
in the scientific literature. It also remains unclear what impact differ-
ent leadership styles of principals have on teachers’ professional well-
being.
In order to contribute to reducing the identified information gap, the
aim is to answer the research questions raised: What kind of research
is found and lacking in analysing the links between the leadership style
of school leaders and teachers’ professional well-being? Which leader-
ship styles of school leaders in relation to teachers’ professional well-
being are analysed in publications? What influence do different leader-
ship styles of school leaders have on teachers’ professional well-being?
The aim of this review is to investigate the links between the leader-
ship styles of school leaders (principals and their deputies) and teach-
ers’ professional well-being by purposefully distinguishing the leader-
ship styles of school leaders applied in schools.

Material and Methods
Search Methods
The systematic literature review includes an analysis of a specific and
purposefully selected volume of scientific literature (Jesson et al., 2011)
in order to study the links between school principals’ leadership styles
and teachers’ professional well-being. Applying the method of system-
atic literature review collects targeted information about the research
questions raised based on scientific works and publications of other au-
thors; therefore, applying this method does not require a separate em-
pirical study. Six steps are distinguished, on the basis of which a sys-
tematic review of scientific sources is carried out (Jesson et al., 2011):
1. Preparation of review – reviewing what information is available,
how valuable it is and what is not known, creating a review plan,
formulating a question and identifying keywords, determining in-
clusion and exclusion criteria, and finally, generating a data selec-
tion report;

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