Teachers’ perceptions of ethical leadership – systematic review

Purpose This systematic literature review examines teachers’ perceptions of ethical leadership in schools, synthesizing research on the relationships between these perceptions and school climate, teacher satisfaction and organizational outcomes. Design/methodology/approach The study analyzed 43 peer-reviewed studies published between 2010 and 2025 from four major databases: Google Scholar, ERIC, Scopus and Web of Science Core Collection. The analysis employed a structured protocol adapting Boote and Beile’s framework, with thematic analysis following Braun and Clarke’s guidelines. Findings The review found that teachers’ perceptions of ethical leadership operate through interconnected mechanisms that significantly impact school effectiveness. While teachers universally value fairness, integrity and care as core leadership attributes, their perceptions are moderated by school type, cultural background and professional experience. The review reveals that ethical leadership creates trust between teachers and administrators, which shapes positive organizational culture and enhances teacher motivation, job satisfaction and commitment while reducing burnout. Practical implications The findings suggest the need for structured ethical leadership development programs in schools, emphasizing cultural competency, diversity management and communication skills. Results indicate that investing in ethical leadership development can significantly improve school effectiveness and teacher retention. Originality/value This review extends the existing body of knowledge by providing an in-depth exploration of teachers’ perceptions of ethical leadership. It highlights how teachers conceptualize ethical behaviors, identifies key factors shaping their interpretations of leaders’ ethical conduct (including school type, cultural background and gender) and examines their perceptions of the broader implications that both ethical and unethical leadership practices may have for the school climate.