Page 94 - Educational Leadership in a Changing World

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

It was revealed that in the publications that met the criteria, the most
common leadership styles used by school leaders studied by the authors
are authentic (Buskila & Chen-Levi, 2021; Shie & Chang, 2022; Xu &
Yang, 2023) and transformational (Eyal & Roth, 2011; Van der Vyver
et al., 2020; Li et al., 2024) leadership, as well as autonomy-supportive
(Collie, 2023; Mendoza & Dizon, 2024), distributed (Liu et al., 2023; Bel-
libaş et al., 2024), liberal (Van der Vyver et al., 2020; Attar et al., 2023),
supportive (Attar et al., 2023; Lee & Swaner, 2023), and transactional
(Eyal & Roth, 2011; Van der Vyver et al., 2020) leadership. However,
lessfrequentlystudied leadershipstylesincludecoaching (Butler, 2024),
empowering (Limon et al., 2023), learning-oriented (Abdulaziz Alfayez
et al., 2021), positive (Cann et al., 2021), servant (Quinteros-Durand et
al., 2023), participative (Attar et al., 2023), and directive (Attar et al.,
2023) leadership. Based on the results of a systematic literature review,
an analysis of known (such as distributed, transformational, transac-
tional) leadership styles and their connections is visible, but this high-
lights the need for analysis of other unstudied leadership styles, espe-
cially considering the recently developed styles such as instructional
and inclusive leadership. The results of quantitative studies in some of
the analysed articles revealed significant associations (Shie & Chang,
2022; Limon et al., 2023; Li et al., 2024; Bellibaş et al., 2024) between spe-
cific leadership styles and teachers’ professional well-being, while other
authors showed associations but did not reveal whether these were sig-
nificant (Xu & Yang, 2023; Liu et al., 2023). Among the quantitative stud-
ies, some authors also analysed correlations (Eyal & Roth, 2011; Van der
Vyver et al., 2020; Abdulaziz Alfayez et al., 2021; Attar et al., 2023; Lee &
Swaner, 2023; Mendoza & Dizon, 2024). Thus, the need for more com-
plex procedures in quantitative studies to reveal correlations is evident.
A systematic literature review showed that, depending on the leader-
ship style, the leadership of school principals has a positive or negative
impact on teachers’ professional well-being. This is also confirmed by
other authors studying the leadership of school principals and teachers’
professional well-being (Serpieri & Vatrella, 2017; Van der Vyver et al.,
2020; Abdulaziz Alfayez et al., 2021; Cann et al., 2021). The analysis re-
vealed the links between leadership not only with teachers’ professional
well-being, but also with some of its constituent elements, such as:
teacherautonomy(Eyal &Roth, 2011; VanderVyveretal., 2020; Cannet
al., 2021; Collie, 2023; Limon et al., 2023; Mendoza & Dizon, 2024), self-
efficacy (Liu et al., 2023; Limon et al., 2023; Butler, 2024), job satisfac-

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