Page 96 - Educational Leadership in a Changing World

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

causality of the links, and more broadly reveal the ongoing processes
and school principles of operation. Analysis showed that most of-
ten the researchers choose to study the classic or most popular lead-
ership styles such as transformational and distributed, without in-
cluding the latest, less researched leadership styles. In addition, this
review revealed the positive associations between teachers’ profes-
sional well-being and leadership styles applied by school principals such
as distributed, empowering, transformational, autonomy-supporting,
coaching, learning-oriented, positive, supportive, participative and ser-
vantleadership, whilethedirectiveleadershipstylehasextremelyweak,
but positive associations. Some researchers highlighted a positive, oth-
ers a negative association of transactional leadership with teachers’
professional well-being, while liberal leadership has a negative associa-
tion. It was established that empirical research on leadership styles such
as instructional leadership, adaptive, agile and patronizing leadership
are missing in the scientific literature.
The review highlighted that most researchers choose to study the
links between one or two leadership styles and teachers’ professional
well-being, while there is a lack of studies that examine the relation-
ships between three or more leadership styles applied by school prin-
cipals within a single study. Finally, it was revealed that different lead-
ership styles of school principals have different influences on the ele-
ments that make up teachers’ professional well-being, such as teacher
autonomy, self-efficacy, job satisfaction, teacher resilience, commit-
ment to the institution, change intentions and experienced stress, but
publications do not focus on links with other elements of professional
well-being. Therefore, there is a need for broader studies that would si-
multaneously cover not only all elements of well-being, but also school
principals’ leadership styles.

References
Abbaspour, F., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). Uncovering the
role of principals in enhancing teacher professional learning in a central-
ized education system. International Journal of Educational Management,
38(3), 873–889.
AbdulazizAlfayez,A., Noman, M.,Saeed Alqahtani, A.,Ibrahim Altuwaijri,A.,
& Kaur, A. (2021). Principal’s learning-centred leadership practices and
teacher’s wellbeing: A self-determination theory perspective.Educational
Studies, 50(4), 448–466.

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