Page 95 - Educational Leadership in a Changing World

Linking School Principals’ Leadership Styles

tion (Attar et al., 2023; Xu & Yang, 2023; Quinteros-Durand et al., 2023),
teacher resilience (Limon et al., 2023; Mendoza & Dizon, 2024), commit-
ment to the institution (Eyal & Roth, 2011; Shie & Chang, 2022; Bellibaş
et al., 2024), change intentions (Van der Vyver et al., 2020; Collie, 2023),
and stress experienced (Limon et al., 2023; Xu & Yang, 2023; Mendoza
& Dizon, 2024; Bellibaş et al., 2024). However, none of the articles se-
lected according to the criteria included such elements of professional
well-being as teacher engagement (Rusu & Colomeischi, 2020; Pöysä et
al., 2022, Vincent et al., 2023), time and workload pressures experienced
(Qiao & Hu, 2021; Jerrim & Sims, 2021; Cotson & Kim, 2024), and avail-
ability of learning opportunities for teachers (Dreer, 2023; Abbaspour
et al., 2024). The authors of the articles distinguish teacher autonomy
(Eyal & Roth, 2011; Van der Vyver et al., 2020; Cann et al., 2021; Collie,
2023; Limon et al., 2023; Mendoza & Dizon, 2024) as one of the elements
of well-being, which is confirmed by other authors (Yukselir & Ozer,
2022; Pan et al., 2023), and secondly, that the more autonomy is granted,
the more self-confidence and job satisfaction teachers have (Jentsch et
al., 2023), while its absence leads to greater emotional exhaustion (Eber-
sold et al., 2019). Self-efficacy as another important element discussed
by the authors (Limon et al. 2023; Liu et al., 2023; Butler, 2024) is also
found in other authors’ articles confirming the support from principals
(Jentsch et al., 2023). The study conducted by Ortan et al. (2021) con-
firms the links between job satisfaction and the provision of appropri-
ate working conditions and necessary tools (Quinteros-Durand et al.,
2023), while negative emotions (Xu & Yang, 2023) and increased work-
load (Cayupe et al., 2023) negatively affect job satisfaction. The authors
who studied teacher resilience (Limon et al., 2023; Mendoza & Dizon,
2024) are also seconded by Gibbs and Miller (2014), who highlight that
it is precisely the support from school principals and mutual support
from the community that strengthens resilience in various situations.
Sohail et al. (2023) revealed that teacher’s stress is directly related to
school principal leadership, which is also confirmed by the articles anal-
ysed in this review (Limon et al., 2023; Xu & Yang, 2023; Mendoza &
Dizon, 2024; Bellibaş et al., 2024). Finally, teacher stress also increases
teachers’ turnover intentions (Ryan et al., 2017).

Conclusions
The systematic literature review revealed that there is a lack of deeper,
more experience-revealing research that could show a more detailed

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