2025 IJRSE – Volume 14 Issue 9
Available Online: 20 May 2025
Author/s:
Purisima, Jasper Kent A.
Department of Education, Philippines (jasperkent.purisima@deped.gov.ph)
Abstract:
This review holds an important role in the academe by bringing understanding of how the dynamics and varying characteristics of educational leadership influence teachers’ motivation. Thus, it improves teachers’ overall well-being and helps them pursue goals and direction in providing quality and effective teaching. To the researcher’s knowledge, no literature review collectively synthesizes underlying themes that potentially expose scenarios of educational leadership influence that may influence many aspects of teacher motivation, specifically in the Philippine context. The main objective of this review is to identify themes that would discuss and elaborate on the different characteristics of educational leadership’s influence on teachers’ motivation. Through a thematic literature review, using the PRISMA flow diagram and search strategy, 39 articles from 2014 to 2025 fit the eligibility criteria. This review has found six (6) key themes, namely, Monitoring, Evaluation, and Feedback, Power Bases/ Leadership Influence, Leaders’ Attitude Towards Teachers, Support, and Leadership Styles. Effective leadership is not defined solely by authority, but by the ability to build relationships with teachers, nurture their potential, and create a school climate for everyone where inspiration, motivation, and innovation grow. The findings suggest that leadership training focusing beyond technical competencies, tailored modules to better equip and guide the educational leaders, and continued support among teachers for practical leadership are deemed important and necessary.
Keywords: education, educational leadership, teachers, motivation, Philippines
DOI: https://doi.org/10.5861/ijrse.2025.25107
Cite this article:
Purisima, J. K. A. (2025). Dynamism and ethos of educational leaders on teachers’ motivation: A thematic literature review in the Philippine setting. International Journal of Research Studies in Education, 14(9), 203-226. https://doi.org/10.5861/ijrse.2025.25107