World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.188-197
Ma. Michelle G. Francisco
Master Teacher II, Nursery Elementary School
Masbate City, Philippines
Abstract
This literature review synthesizes contemporary evidence on the relationship between school leadership behavior and teacher satisfaction, drawing from 48 empirical studies published between 2015 and 2025. Grounded in major leadership and organizational behavior theories, the review examines how leadership styles, relational behaviors, school climate, and professional development practices shape teachers’ satisfaction, well-being, and sustained commitment to the profession. Across global contexts, findings consistently show that transformational, instructional, and distributed leadership styles promote higher teacher satisfaction through mechanisms such as increased autonomy, recognition, collaborative cultures, and supportive professional environments. Relational behaviors—including communication quality, trust-building, empathy, and emotional intelligence—emerge as dominant predictors of satisfaction, influencing teachers’ sense of value, belonging, and psychological safety. School climate variables, such as workload support, collegiality, fairness, and empowerment, are also shown to mediate the relationship between leadership behavior and satisfaction. Furthermore, leadership practices that provide developmental opportunities, mentoring, and recognition enhance intrinsic motivation and reduce turnover intentions. Despite robust evidence on leadership’s influence, gaps persist regarding contextual variations, longitudinal effects, and leadership development interventions. This review underscores the essential role of leadership in shaping teachers' satisfaction and advocates for holistic leadership frameworks that center relational and professional support systems in schools.
Keywords: teacher satisfaction, school leadership behavior, transformational leadership, instructional leadership, work climate, teacher well-being, professional development.
https://doi.org/10.65494/pinagpalapublishing.44
