Inclusive Leadership and Its Relationship with Teacher Collective Efficacy: A Systematic Review of Studies in Latin America (2015–2025)

Inclusive leadership and collective teacher efficacy are key dimensions for understanding school improvement processes in Latin America. To synthesize recent developments in the field, this systematic review—conducted in accordance with the PRISMA protocol—aimed to: (1) compile the quantitative and qualitative evidence on inclusive leadership and collective teacher efficacy from empirical studies carried out in Latin America between 2015 and 2025, and (2) identify current trends and main gaps in the scientific literature, considering the educational reality of the region. Searches conducted in Web of Science, Scopus, and ERIC resulted in the selection of ten studies that met the established methodological criteria. The findings indicate that inclusive leadership promotes structures for participation, professional collaboration, and the creation of positive school climates, while collective teacher efficacy emerges as a shared perception influenced by organizational support, staff cohesion, and opportunities for collaborative work. The reviewed studies primarily focus on teachers working at the primary and secondary education levels. Overall, the evidence outlines a field in consolidation that offers valuable insights into the development of school leadership policies and the strengthening of inclusive educational cultures in Latin America in the future.