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The literature review discusses various studies on school leadership competencies and their impact on teacher motivation and well-being. Eyal (2023) found that transformational leadership fosters autonomous motivation among teachers, while Abdulkareem (2023) emphasizes the importance of leadership in enhancing staff well-being in Dubai's private schools. Hasan (2021) conducted a meta-analysis in Turkey, revealing that different leadership styles significantly influence academic achievement and teacher motivation.

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4 views

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The literature review discusses various studies on school leadership competencies and their impact on teacher motivation and well-being. Eyal (2023) found that transformational leadership fosters autonomous motivation among teachers, while Abdulkareem (2023) emphasizes the importance of leadership in enhancing staff well-being in Dubai's private schools. Hasan (2021) conducted a meta-analysis in Turkey, revealing that different leadership styles significantly influence academic achievement and teacher motivation.

Uploaded by

Jonathan Alug
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 2

Literature Review and Related Studies

School Head Competencies


School Leadership
Eyal (2023) found that school leadership anchored in the convergence of two

fundamental theories of leadership and motivation: the full range model of leadership and self‐

determination theory. The central hypotheses were that transformational leadership would

predict autonomous motivation among teachers, whereas transactional leadership would predict

controlled motivation. The authors further predicted that autonomous motivation would mediate

the relations between transformational leadership and teachers' burnout and that controlled

motivation would mediate the relations between transactional leadership and burnout.

Design/methodology/approach Questionnaires assessing the variables of interest were completed

by 122 Israeli teachers. Findings Results, based on structure equation modeling, supported the

hypotheses, suggesting that leadership styles among school principals play a significant role in

teachers' motivation and well‐being. Research limitations/implications The school's environment

in Western society is characterized by many impositions and pressures that affect teachers' well‐

being, as reflected in their quality and intensity of motivation, affect, and burnout. Thus, the

present research findings suggest that if the power in educational systems is delegated to school

principals, and if the latter are encouraged and trained to be autonomy supportive toward their

educational staff, then these steps may potentially facilitate teachers' autonomous motivation,

satisfaction, and well‐being. Originality/value Few studies have examined the relationship

between various styles of leadership and different types of motivation among followers. The

present novel study has the potential to fill this gap by empirically studying the relationship

between educational leadership and teachers' motivation.


Abdulkareem (2023) revealed that school leadership has been identified as a crucial factor

in improving school performance and student outcomes. However, school leaders often face

challenges in promoting staff wellbeing, especially in the fast-paced and demanding environment

of private schools in Dubai. There is a need for research that investigates the strategies and

approaches used by school leaders to enhance staff wellbeing and how these efforts translate into

school improvement. Therefore, this study aims to critically evaluate the effectiveness of the

staff wellbeing initiatives implemented by school leaders in a private school in Dubai and their

contribution to school improvement. The research consults the Full Range of Leadership Theory

(FLRT) to identify which specific leadership approaches are associated with higher levels of

employee wellbeing and positive organizational outcomes. The study utilized a qualitative

approach to address the research question, two open-ended questionnaires were administered to

the school leaders and a sample of twenty teachers to enhance external validity. The research

findings emphasize how crucial leadership is for teachers’ wellbeing and the success of staff

being programs in schools. Teachers stress the value of leaders who appreciate their ideas and

encourage collaboration through shared goals and open communication. A sense of ownership in

decision-making has an impact on teacher engagement while being left out leads to emotions.

Teachers generally have a view of development, but some are dissatisfied when their wellbeing

is low.

Similarly, Hasan (2021) explained that Administration and governance of schools in

Turkey have a complex structure and process. Within the centralized structure, the procedures in

educational activities are managed by school principals. In the Turkish literature, there are

studies showing leadership styles of school leaders based on the leadership theories borrowed

from different contexts. Furthermore, these leadership styles are linked to school outcomes like
academic achievement and teacher motivation. Thus, catching compatible sides of leadership

theories may serve to improve this kind of school outcomes. In these respects, the current study

aimed to investigate which leadership styles have more effect on academic achievement and

teacher motivation. Exclusion and inclusion criteria were determined in order to identify the

studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was

conducted to achieve the purpose of the study. The meta-analysis results showed that the

leadership styles were highly related with the school outcomes. Overall, laissez-faire,

transactional, instructional, and transformational leadership styles had a high and positive

relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more

effect on the teacher motivation while the positive and transformational style had more effect on

the academic achievement. Considering the conclusions of the study.

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