Evaluation of leadership styles in primary school teachers: a comparative analysis
DOI:
https://doi.org/10.5281/zenodo.13159906Keywords:
school climate, academic performance, teacher job satisfactionAbstract
The evaluation of leadership styles in primary school teachers is essential for improving academic performance and the well-being of both students and teachers. This study compares leadership styles in primary school teachers and their impact on the educational environment. Through a systematic review of the literature following the PRISMA guidelines, four fundamental procedures were carried out: identification, selection, eligibility, and inclusion. Initially, 86 records were identified, which were filtered and refined in several phases until 5 key studies remained. The results indicated that transformational leadership is positively associated with job satisfaction and teacher performance, creating a collaborative and motivating work environment. In contrast, laissez-faire leadership is linked to lower satisfaction and performance, generating a demotivated environment. The study also highlights the challenges in implementing these leadership styles, such as adapting to specific cultural and organizational contexts, and the need for continuous training. Concluding that to achieve effective leadership in primary education, an integrated approach that includes teacher training and strategies adapted to the context of each school is crucial.
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