Page 86 - Educational Leadership in a Changing World

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

design (n = 2), from 48 to 65 research participants were interviewed dur-
ing the quantitative research phase using questionnaires, while during
the qualitative phase using semi-structured interviews, from 6 to 12 re-
search participants were interviewed.
Based on the review conducted by year of publication, country, ap-
plied methods, instruments and sample studied, and in order to answer
the research question ‘What research is found and lacking in analysing
the links between school principals’ leadership style and teachers’
professional well-being?,’ it was revealed that the empirical research
method most often used by the authors is quantitative research, with a
significant lack of qualitative research. It was also noted that many au-
thors used questionnaires, several utilized secondary talis 2018 data,
but no longitudinal empirical research related to the research question
was found. The analysis also showed a lack of qualitative research, with
the interview method not being used in any of the qualitative stud-
ies, and a self-reflection report with pre-prepared questions was used
once. Finally, the mixed research method is also not common, although
a couple of authors combined questionnaires with a semi-structured
interview. Thus, based on the review of the methods used in empirical
research in the selected publications, a lack of mixed, and especially
qualitative, research is observed.
After selection of all articles meeting the criteria, Table 4.4 was cre-
ated detailing the results:

• The leadership styles of school principals in relation to teachers’ pro-
fessional well-being. In the publications that met the criteria, the
most common leadership styles used by school leaders studied
by the authors are authentic leadership, transformational leader-
ship, and distributed leadership. Also analysed were such styles as
autonomy-supporting, coaching, empowering, liberal, learning-
oriented, positive, servant, supportive, transactional, and par-
ticipative leadership. It was noted that classical leadership styles
and styles with managerial aspects, such as transactional leader-
ship and transformational leadership, are still the most commonly
studied.
• The influence of school principals’ leadership styles on teachers’ profes-
sional well-being. Positive and significant associations with teacher
professional well-being are found in leadership styles such as
distributed, empowering and transformational leadership, while

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