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

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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.

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Funding

This article was funded by the Chongqing Education Science “14th Five-Year Plan” 2023 Annual Project (Project No.: K23YG2060239).

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Authors and Affiliations

  1. Chongqing Academy of Education Science, 400010, Chongqing, China

    Xiao Shi & Qing-ze Fan

  2. Faculty of Education, Southwest University, 400715, Chongqing, China

    Xin Zheng

  3. Faculty of Teacher Education, Southwest University, 400715, Chongqing, China

    De-feng Qiu

  4. School of Social Sciences, Hellenic Open University, 18 Aristotelous Street, 26335, Patras, Greece

    Stavros Sindakis

  5. InnoLab Research, Talient Education, Athens, Greece

    Saloome Showkat

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  1. Xiao Shi
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  2. Qing-ze Fan
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  3. Xin Zheng
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  4. De-feng Qiu
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  5. Stavros Sindakis
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  6. Saloome Showkat
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Correspondence to Xiao Shi.

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Shi, X., Fan, Qz., Zheng, X. et al. Optimal Leadership Styles for Teacher Satisfaction: a Meta-analysis of the Correlation Between Leadership Styles and Teacher Job Satisfaction. J Knowl Econ (2024). https://doi.org/10.1007/s13132-023-01697-9

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