Demystifying the Impact of Educational Leadership on Teachers’ Subjective Well-Being: A Bibliometric Analysis and Literature Review

This study aims to offer a review of research on the impact of leadership on shaping teachers’ subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the prominent researchers and countries, along with their collaborative networks and the field's scientific foundations. Narrative reviews of the main themes across the entire corpus and h-classics publications provided further insights into the topic. The findings indicate a consistent growth in research activity within this field over the last decade. The foundations of research in this field have been primarily rooted in educational research, psychology, management, environmental health, and health sciences. The literature consistently emphasizes the pivotal role of leadership in influencing teachers’ well-being, recognizing effective school leadership as crucial for shaping their professional experiences. Supportive leadership is particularly highlighted for fostering a positive work environment and enhancing teachers’ subjective well-being, with various leadership styles influencing overall life and job satisfaction, motivation, and mental health.