School Leadership and Teacher Well-Being: A Systematic Review of Empirical Evidence

Abstract

This systematic review investigates the empirical evidence about the relationship between school leadership and teacher well-being. It examines the impact of various leadership styles (transformational, instructional, distributed and supportive) on teachers' psychological, emotional, and professional experiences. Mediating and moderating factors such as school climate, organizational support, teacher autonomy, and institutional resources are also taken into account in the review. Moreover, it recognizes gaps in the research and implications for educational practice and policy. The review emphasizes the need for supportive leadership, communication, professional recognition and equitable workload distribution to support teacher well-being. It suggests more empirical studies in a variety of educational settings.