The Power of Leadership: A Systematic Review on Enhancing Teacher Self-Efficacy to Overcome Burnout

DOI

10.2991/978-2-38476-489-1_82How to use a DOI?

Keywords

Principal Leadership; Teacher Self-Efficacy; Burnout; Systematic Literature Review

Abstract

The leadership of principal plays a pivotal role in shaping a professional environment that nurtures teacher well-being and enhances performance. This study systematically investigates the extent to which leadership contributes to the development of teachers’ self-efficacy and its implications for mitigating occupational burnout. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, 16 peer-reviewed articles sourced from the Scopus and ERIC databases were thoroughly analysed. The synthesis of the literature yielded three central themes: (1) the correlation between leadership styles and teachers’ self-efficacy levels; (2) specific leadership behaviours that effectively foster self-efficacy; and (3) the interrelation between teacher self-efficacy and resilience against burnout. Findings consistently indicate that transformational, instructional, and distributed leadership approaches positively influence teacher self-efficacy by promoting a collaborative school culture, cultivating a growth-oriented mindset, and enhancing job satisfaction. Teachers with high levels of self-efficacy demonstrate a greater capacity to manage job-related stress and sustain psychological well-being. This study underscores the critical importance of strengthening school leadership capacities as a strategic pathway to improving educational quality. It advocates for the design and implementation of leadership models that empower teachers in a sustained and meaningful way. Notably, the study’s limitations include a relatively small sample of articles and an uneven distribution of geographical representation, suggesting the need for future research that is both contextually grounded and methodologically comprehensive.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nia Kurnia
AU  - Johar Permana
AU  - Dedy Achmad Kurniady
AU  - Novebri
PY  - 2025
DA  - 2025/11/24
TI  - The Power of Leadership: A Systematic Review on Enhancing Teacher Self-Efficacy to Overcome Burnout
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 1019
EP  - 1044
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_82
DO  - 10.2991/978-2-38476-489-1_82
ID  - Kurnia2025
ER  -