Humanistic Studies and Social Researches

Educational Leadership as a Determinant of Teacher Well-Being: A Review of the Relationship Between Leadership Styles, Teacher Mental Health, and Burnout

Author

Nooriyeh Yousefi

PhD in Educational Psychology, Department of Psychology, Islamic Azad University, Roudehen Branch, Tehran, Iran

https://doi.org/10.22034/hssr.2025.236497
Abstract
Background: The global teaching profession faces a sustainability crisis characterized by escalating attrition rates linked to deteriorating mental health and professional burnout. School leadership has emerged as a critical, modifiable organizational factor influencing these teacher outcomes, with significant implications for educational quality and equity.
Objective: This review evaluated empirical research from 2000-2025 to investigate relationships between distinct educational leadership styles and teachers' mental health and burnout levels, identify mediating mechanisms, and highlight implications for educational practice and policy.
Methods: A comprehensive narrative systematic review was conducted using electronic databases (ERIC, PsycINFO, Scopus, Web of Science). Search terms combined leadership constructs ("educational leadership," "transformational leadership"), well-being indicators ("teacher burnout," "mental health"), and contextual factors ("school climate," "organizational support"). Inclusion criteria encompassed empirical studies examining leadership as an independent variable and teacher well-being as dependent variables in K-12 settings.
Results: Transformational and distributed leadership styles demonstrate consistent protective effects against teacher burnout while promoting psychological well-being. Laissez-faire leadership emerges as the most robust predictor of adverse mental health outcomes. Transactional leadership shows context-dependent effects, while abusive leadership produces unequivocally negative consequences. Key mediating pathways include perceived organizational support, self-efficacy, and school climate quality.
Conclusion: Educational leadership style constitutes a fundamental determinant of teacher psychological functioning and professional sustainability. Prioritizing leadership development focused on supportive, empowering practices represents an essential strategy for creating healthier schools and retaining high-quality teaching professionals.

Keywords

Educational Leadership
Teacher Well-Being
Systematic Review
Mental Health

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us