The relationship of leadership approaches and teacher motivation in school management: A meta-analysis study

The main purpose of this research is to examine the relationship between leadership approaches in school management and teacher motivation. The meta-analysis method was used in the study. Studies examining the relationship between leadership approach in school management and teacher motivation were determined by searching the database of the Council of Higher Education (YÖK) National Thesis Center. As a result of this review, 60 postgraduate education dissertations were reached, resulting in more than 50 potential independent studies for preliminary review as a result of the literature review. To be eligible for inclusion in the current meta-analysis, the research obtained was expected to meet the following criteria: the study (a) explores the relationship between the leadership approach in school management and teacher motivation; (b) includes work carried out in educational institutions; (c) occurred from 2000 to 2020; (d) include sample size and correlation coefficients; (e) at least two publications addressing the leadership approach in school management. As a result of the research, it was found that there is a high level of positive relationship between the leadership approach in school management and teacher motivation. Contrary to the fact that contemporary leadership approaches in school management are quite effective in motivating teachers, it has been found that traditional autocratic and liberating leadership approaches fail to motivate teachers. It has been concluded that the most effective leadership approach in motivating teachers is instructional leadership, while the most ineffective leadership approach is autocratic leadership.