Page 82 - Educational Leadership in a Changing World

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

Scopus ‘leadership and teach- Scopus ‘leadership and
er and well-being’ (n =165) teacher wellbeing’ (n =91)

Suitable for reviewing ti-
tles and abstracts (n =256)

Inclusion criteria: Exclusion criteria:
+ Includes primary, lower secondary, – Not relevant to the context (i.e. not
and upper secondary school teachers covering leadership of school prin-
cipals and teachers’ well-being)
– Preschool and pre-primary education
teachers, as well as higher education
lecturers, are not included
– Duplicate articles (2)

Suitable for reviewing abstracts
and summaries (n =35)

Inclusion criteria: Exclusion criteria:
+ Empirical studies (quantitative, – Non-empirical articles
qualitative, or mixed) – Research participants are not school
+ Specifies the particular leadership teachers and/or school principals
style applied by school principals – Does not specify the particular
leadership style applied by school
principals
– No direct links to teachers’ well-being

Articles fully reviewed and in-
cluded in the final analysis (n =17)

Figure 4.1 Selection of Scientific Publications Based on the Stages of a Systematic
Literature Review

sion criteria, 37 articles were selected, of which two were duplicates,
therefore the final number of publications is 35. In the next stage, not
only the titles and excerpts of the 35 articles are read, but also the sum-
maries/conclusions of the articles and the application of secondary cri-
teria is introduced.
After this review, the number of publications was reduced to 17,
which were included in the final analysis. After selecting suitable publi-
cations that met the established criteria, a deeper analysis of these was
performed.

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