Exploring the Impact of Transformational Leadership Practices on Teacher Self-Efficacy Beliefs: A Systematic Review

Transformational leadership and teacher self-efficacy are two vital educational constructs that predict higher teacher performance and positive student learning outcomes. Large-scale research studies in education consistently demonstrate the statistically significant relationship between the two educational constructs. What remains less explored over the past decades is a comprehensive synthesis of the empirical evidence that clarifies the nature, strength, and mechanisms of this relationship. This study therefore conducts a systematic review with the aim to synthesize existing empirical research findings in the area by eliciting the underlying mechanisms and contextual moderators in the relationship between these two vital variables in education. It also presents useful implications for educational policy and praxis. Following the PRISMA guidelines, a comprehensive search was conducted across major academic databases such as Google Scholar, Scopus, ERIC, and Research Gate for peer-reviewed articles published between 2015 and 2025. Studies were included if they fulfilled a systematised criterion. Selected studies analysed thematically to identify key patterns and themes. Results indicated significant positive correlations between principals' transformational leadership practices and teachers' self-efficacy beliefs through key mechanisms such as: providing vision and inspiration, individualised consideration, intellectual stimulation, and building collaborative culture for vicarious learning, among others. The results also highlight the contextual mediators and moderators of the relationships, the implications for educational policy ad praxis, the identification of the research gaps in the area and recommendations for further study. Key Terms: Principal Leadership, Transformational Leadership, Teacher performance, Teacher Self-Efficacy Beliefs DOI: 10.7176/JEP/16-12-07 Publication date: November 30th 2025