Optimal Leadership Styles for Teacher Satisfaction: a Meta-analysis of the Correlation Between Leadership Styles and Teacher Job Satisfaction

Xiao Shi (), Qing-ze Fan (), Xin Zheng (), Qiu De-feng (), Stavros Sindakis () and Saloome Showkat ()
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Xiao Shi: Chongqing Academy of Education Science
Qing-ze Fan: Chongqing Academy of Education Science
Xin Zheng: Southwest University
Qiu De-feng: Southwest University
Stavros Sindakis: Hellenic Open University
Saloome Showkat: InnoLab Research, Talient Education

Journal of the Knowledge Economy, 2024, vol. 15, issue 4, No 182, 20459-20490

Abstract: Abstract Principal leadership significantly influences teacher job satisfaction, yet a conclusive consensus remains elusive. A meta-analysis was undertaken to investigate diverse leadership styles’ impact on teacher satisfaction, guided by the Two-factor Theory. Examining 98 papers with 148 effect sizes and 740,477 participants, the results unveiled positive correlations (1) between leadership styles like transactional, instructional, authentic, transformational, distributed, paternalistic, servant, ethical, and teacher job satisfaction. Ethical leadership yielded the highest influence, followed by servant leadership. (2) Cultural context, leadership measurement, job satisfaction assessment, and publication language partially moderated the relationship. (3) These findings substantiate theoretical assumptions, resolve research debates, and offer a foundation for principals to enhance teacher job satisfaction.

Keywords: Principal leadership; Job satisfaction; Leadership styles’; Ethical leadership; Publication language (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s13132-023-01697-9

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