Transformational Leadership in Education and Its Impact on Teacher Performance: A Systematic Literature Review

Abstract

Transformational leadership has gained increasing attention in educational research due to its potential to enhance teacher performance and overall school effectiveness. This study aims to systematically review the existing literature on transformational leadership in education and examine its impact on teacher performance across diverse educational contexts. Adopting a systematic literature review (SLR) approach, this study synthesizes empirical findings from peer-reviewed journal articles published between 2015 and 2025. The reviewed studies were analyzed thematically to identify dominant leadership practices, performance outcomes, mediating mechanisms, and contextual variations. The findings indicate that transformational leadership positively influences teacher performance across multiple dimensions, including pedagogical effectiveness, professional commitment, instructional innovation, and collaborative behavior. The impact of leadership is largely indirect, operating through mediating variables such as job satisfaction, organizational commitment, motivation, and school culture. The review also reveals that transformational leadership is particularly relevant in developing-country contexts, where adaptive and visionary leadership helps institutions navigate structural constraints and rapid educational change. Despite consistent evidence of positive effects, the literature exhibits methodological limitations, including the predominance of cross-sectional designs and limited attention to contextual diversity and digital transformation. This study concludes that transformational leadership represents a strategic and sustainable approach to improving teacher performance. The findings offer theoretical contributions to educational leadership studies and practical implications for policymakers, school leaders, and future research aimed at strengthening leadership capacity and educational quality.