Systematic Literature Review: Principal Leadership Style, Work Motivation and Teacher Performance

Wifqi Rahmi; I Gde Wawan Sudatha; Made Hery Santosa; I Kadek Suartama

doi:10.59890/ijaamr.v3i4.8

Authors

Wifqi Rahmi Universitas Pendidikan Ganesha
I Gde Wawan Sudatha Universitas Pendidikan Ganesha
Made Hery Santosa Universitas Pendidikan Ganesha
I Kadek Suartama Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.59890/ijaamr.v3i4.8

Keywords:

Principal Leadership Styl, Work Motivation, Teacher Performance, Systematic Literature Review

Abstract

Teacher performance is a crucial factor in determining the quality of education in schools. Various studies have shown that the principal's leadership style and teacher work motivation have a significant role in influencing this performance. This study aims to systematically examine the relationship between the principal's leadership style, work motivation, and teacher performance through the Systematic Literature Review (SLR) method. Articles were obtained from several sources such as Google Scholar, Research Gate, and Education Resources Information Center (ERIC). Articles were limited to the period from 2019 to 2025. A total of 20 scientific articles, both national and international, published between 2015 and 2025 were analyzed to identify patterns of relationships and key findings related to the topic. The results of the study indicate that transformational, instructional, democratic, participatory, supportive, situational, and visionary leadership styles consistently contribute positively to increasing teacher motivation and performance. Conversely, authoritarian and laissez-faire leadership styles tend to have a negative or insignificant impact on teacher performance. Teacher work motivation was also found to be a mediating variable that strengthens the relationship between leadership style and performance. These findings emphasize the importance of principals in adopting leadership styles that are appropriate to the context and needs of teachers to create a conducive work environment, increase motivation, and encourage optimal performance. The practical implications of this study are the need for leadership training and development for principals that emphasize adaptive and participatory leadership styles to improve the overall quality of education

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