Page 91 - Educational Leadership in a Changing World

Linking School Principals’ Leadership Styles

tached from school activities, eventually considering changing
jobs (Collie, 2023). However, when teachers experience complete
freedom of action and are unrestricted by liberal leaders, they ex-
perience greater anxiety due to uncertainty (Van der Vyver et al.,
2020).
• Self-efficacy. The clear allocation of specific tasks and responsibili-
ties among teachers based on the principles of distributed leader-
ship provides teachers with opportunities for self-efficacy, leading
to increased self-efficacy (Liu et al., 2023). In the effect of coach-
ing leadership, teachers feel that they experience the trust of the
leader (Butler, 2024) and, as in the effect of empowering leader-
ship, this empowers and strengthens self-confidence (Limon et al.,
2023), leading to higher self-efficacy (Limon et al., 2023; Butler,
2024).
• Job satisfaction. Authentic leadership style is positively related to
job satisfaction when it gives teachers more space for their cre-
ativity, self-expression, and acceptance of their individuality (Xu
& Yang, 2023), while servant leadership also has a positive impact
on teacher satisfaction by strengthening this through support, en-
couragement to grow and develop, and providing the necessary
tools to work (Quinteros-Durand et al., 2023). In contrast, teach-
ers whose leaders are supporters of directive leadership rarely ex-
perience a sense of security and are usually not given freedom of
choice, which reduces job satisfaction (Attar et al., 2023).
• Teacher resilience. Empowering leadership, by giving teachers more
confidence in themselves and their existing competencies, in-
creases teachers’ resilience in stressful situations, when the over-
all resilience of teachers strengthens the resilience of the insti-
tution (Limon et al., 2023). Similarly, autonomy-supporting lead-
ership, although indirectly contributing to increasing teacher re-
silience, contributes to teachers’ professional well-being by sup-
porting teachers’ freedom and choice (Mendoza & Dizon, 2024).
• Commitment to the institution and intentions to change. Aprinci-
pal applying a transformational leadership style has a positive im-
pact on teachers’ emotional intelligence and psychological well-
being, which leads to higher commitment to the institution (Eyal
& Roth, 2011). Also, the trust created by authentic leadership (Shie
& Chang, 2022) and the empowerment of teachers by distribut-

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