Page 92 - Educational Leadership in a Changing World

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

ing the workload and thus equalizing the volume of work in dis-
tributed leadership leads to decreasing stress and greater com-
mitment to the school (Bellibaş et al., 2024). Both transforma-
tional leadership and transactional leadership contribute to higher
teachers’ professional well-being (Van der Vyver et al., 2020), while
leadership that does not support teacher autonomy (Collie, 2023)
is associated with higher change intentions (Van der Vyver et al.,
2020; Collie, 2023).
• Experienced stress. Teachers feel psychologically safer in an envi-
ronment with an authentic (Xu & Yang, 2023), autonomy-sup-
portive (Mendoza & Dizon, 2024), and empowering leader (Limon
et al., 2023), as they rarely experience stress. When principals ap-
ply distributed leadership, teachers feel less tension and experi-
ence less stress due to clear communication and distributed areas
of activity for which they assume pre-agreed responsibility (Bel-
libaş et al., 2024). Continuous professional development is part of
teachers’ professional growth. Therefore, learning-oriented lead-
ership satisfies teachers’ need to learn, they feel more independent
and able to realize themselves, which gives teachers psychological
peace and reduces the level of stress due to the cultivation of new
knowledge (Abdulaziz Alfayez et al., 2021). However, permissive
leadership styles contribute to stress and anxiety among teachers
(Van der Vyver et al., 2020). Finally, transformational leadership,
due to its motivating autonomy, reduces the potential for teacher
burnout (Eyal & Roth, 2011), while transactional leadership, due
to its control over teachers, promotes burnout (Eyal & Roth, 2011).
Ultimately, all leadership styles of school leaders that increase em-
powerment, confidence, psychological well-being, self-efficacy, motiva-
tion, engagement, emotional satisfaction, and autonomy contribute to
the growth of teachers’ professional well-being, while styles applied by
leaders that increase anxiety, stress, depression, alienation, and the de-
sire to change jobs negatively affect teachers’ professional well-being.

Limitations
This systematic literature review has several limitations. First, the selec-
tion according to the method of systematic literature review was carried
out in the first half of 2024, therefore, not all articles published in 2024
that met the criteria were possibly included in the analysis. Second, the

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