The Lens of Effective School Principals’ Leadership Styles through Teachers’ Preference: An Integrative Literature Review

The study aimed to identify which leadership styles of school principals are most preferred by teaching faculty across different educational contexts, faculty perceptions of leadership styles influence their job satisfaction, performance, motivation, and professional commitment and teachers’ leadership style preferences differ across local and international contexts, employing integrative literature review (ILR) was employed in the conduct of this study, evaluating the number of research publications pertaining to the faculty preferences through the lens of effective leadership in educational institutions and the data and information gathered from an extensive literature analysis. Results indicated that leadership styles that promote job satisfaction, performance, professional commitment, motivation are typically preferred by faculty members. The study concludes positive faculty outcomes are consistently associated with transformational leadership specifically, while transactional and servant leadership styles are also contextually effective.