Page 89 - Educational Leadership in a Changing World

Linking School Principals’ Leadership Styles

Table 4.4 Continuedfromthe previous page
Styles Links to teacher well-being Author(s)
Positive Positive leadership from principals demonstrates appre- Cann et al.
leadership ciation for teachers, provides opportunities for teachers’ ()
professional development, and gives teachers sufficient
freedom in making decisions that lead to the experience
of teacher well-being.
Servant Servant leadership has an indirect impact on teacher Quinteros-
leadership well-being through its positive impact on teachers’ life Durand et
satisfaction, support for personal growth, learning, and al. ()
the provision of work tools.
Supportive Supportive leadership from principals is positively corre- Lee and
leadership lated with teacher well-being. Swaner
()
Transfor- Transformational leadership of the principal positively Li et al.
mational and significantly influences the impact of teachers’ emo- ()
leadership tional intelligence on psychological well-being, and sub-
sequently on organizational commitment.
Transformational leadership of the principal indirectly
affects teacher psychological well-being.
Transformational leadership by a principal is negatively Eyal and
related to teacher burnout, which was partly due to the Roth
autonomy granted to teachers. ()
Transformational leadership positively contributes to Van der
teachers’ professional well-being, which leads to lower Vyver et
teacher turnover intentions. al. ()
Transformational leadership of the principal is negatively
correlated with anxiety and depression, and positively
with perceived comfort and enthusiasm.
Transformational leadership of the principal has a
stronger impact than transactional leadership in all pa-
rameters.
Continued on the next page

eral leadership style. Finally, some authors highlighted a positive,
while others a negative, association of transactional leadership
with teacher professional well-being.

Different leadership styles of principals have different influences on
the elements that make up teachers’ professional well-being: teacher
autonomy (Eyal & Roth, 2011; Van der Vyver et al., 2020; Cann et al.,
2021; Limon et al., 2023; Collie, 2023; Mendoza & Dizon, 2024), self-
efficacy (Limon et al., 2023; Liu et al., 2023; Butler, 2024), job satisfac-
tion (Attar et al., 2023; Xu & Yang, 2023; Quinteros-Durand et al., 2023),

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