A Bibliometric Analysis of the Relationship Between Leadership Styles and Teacher Satisfaction in Education Management Research

ABSTRACT


INTRODUCTION
Educational institutions play a crucial role in shaping the future by creating an environment that supports effective teaching and learning.The leadership styles adopted by administrators and the satisfaction of teachers within the system are key factors in this educational ecosystem [1].The relationship between leadership style and teacher satisfaction has gained increasing attention in the field of educational management, as it is recognized that leadership has a profound impact on educational quality [2].The study by Putro et al. explores how transformational leadership by principals contributes to building a positive image of educational institutions, which is important for attracting and retaining students and achieving educational goals [3].Additionally, the study highlights the importance of building a positive school culture, strengthening relationships with stakeholders, and encouraging innovation and creativity in educational institutions [4].These findings provide insights for educational leaders to improve the image and reputation of their institutions [5].

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This research began a comprehensive exploration of the existing literature on the complex relationship between leadership styles and teacher satisfaction in the field of education management [6]- [8].Creating supportive and motivating environments in education requires a deep understanding of leadership.The way leaders guide and influence educators not only impacts their job satisfaction but also has a ripple effect on the entire educational landscape, ultimately affecting the quality of education provided to students.Research shows that effective leadership, such as transformational leadership, is a significant predictor of creating a learning school [9].Additionally, the quality of teaching and student achievement is influenced by school leadership [10].The work environment, work attitude, and principal supervision also play a role in teachers' performance and the creation of a positive learning environment [11].Principals have a crucial role in establishing a school culture that supports quality instruction and learning for all students [12].Factors such as workload, role stressors, social support, and communication/networking are known to impact principal job satisfaction, efficacy, stress/burnout, and isolation [13].
The rationale for this study is rooted in the need to systematically examine and synthesize the wealth of knowledge accumulated in the literature relating to leadership styles and their impact on teacher satisfaction.Educational institutions around the world face diverse challenges, and leadership within these institutions is decisive in effectively addressing these challenges [14]- [18].By studying existing research, we aim to identify patterns, trends and gaps in understanding how different leadership styles contribute to or hinder teacher satisfaction.
Understanding teacher satisfaction is critical not only for the well-being of educators, but also for its potential impact on student learning outcomes [19]- [21].Satisfied teachers tend to be more engaged, motivated and effective in their roles, thus creating a positive ripple effect on students' learning experiences.
Therefore, an in-depth exploration of the literature on leadership styles and teacher satisfaction is not only relevant to the scholarly community, but also to educational practitioners, administrators, and policymakers invested in developing environments conducive to effective teaching and learning.[20], [22]- [27].

Research in Educational Management
Research in educational management has extensively explored the impact of leadership styles on teacher satisfaction and other outcomes.The leadership style adopted by educational administrators shapes the work environment and influences teacher attitudes, motivation, and overall job The ES Journal of Learning and Educations (ESLE)  satisfaction.Studies have found that democratic leadership is commonly used by school administrators and is positively correlated with high levels of teacher job satisfaction [22], [28].Additionally, research has shown that factors such as school organizational climate, work environment, and job satisfaction have a significant effect on teacher performance [29], [30].Furthermore, studies have highlighted the importance of authentic leadership, organizational climate, and organizational commitment in enhancing teacher job satisfaction [31].Overall, these findings emphasize the crucial role of leadership styles and related factors in shaping the work environment and influencing teacher satisfaction in educational institutions.

Teacher Satisfaction in Educational Contexts
Teacher satisfaction in educational contexts is influenced by various factors such as leadership, school culture, workload, and professional development opportunities.These factors play pivotal roles in shaping teacher satisfaction and have a direct impact on their engagement, commitment, and resilience.Satisfied teachers not only experience personal well-being but also contribute to the quality of education provided to students [19], [32], [33].
Studies have shown that there is a positive correlation between teacher satisfaction and desirable outcomes such as teacher retention, instructional effectiveness, and student achievement.Understanding the relationship between leadership styles and teacher satisfaction is crucial for educational administrators aiming to create positive work environments and improve overall educational quality [34]- [36].Teachers' job satisfaction is influenced by various factors including interactions with department leadership, recognition of achievements, professional growth opportunities, student interaction, effective instruction, extracurricular involvement, and paid time off [37].Teaching satisfaction has been found to be a critical protective factor for teachers, as it is associated with decreased levels of depression and anxiety and increased levels of life satisfaction [38].Instructional leadership, achievement motivation, and quality of work life also play a significant role in teacher job satisfaction.School leaders can support teachers' job satisfaction by building active communication channels, involving teachers in decision-making, reducing workload, increasing autonomy, and establishing a fair remuneration system.

Gaps in the Literature
Notwithstanding the extensive body of research dedicated to this field, there are still specific gaps that remain and necessitate additional investigation.Prior to proceeding, it is imperative to conduct an exhaustive synthesis of the extant literature in order to discern overarching patterns, pinpoint areas where further research is required, and provide direction for subsequent investigations.Furthermore, it is imperative to analyze the developmental trajectory of leadership styles and their influence on teacher satisfaction, given the ever-changing nature of educational settings.A more nuanced examination of the influence of cultural and contextual elements is also necessary to comprehend the significance of these dynamics.

METHODS
The inclusion criteria for this bibliometric analysis were scholarly articles that had undergone the rigorous process of peer review.Publications that investigated the correlation between leadership styles and teacher satisfaction within the domain of education management were the primary focus.A variety of leadership styles were examined in the study, such as laissez-faire, transformational, and transactional leadership.
Multiple databases were utilized to guarantee a thorough examination of the literature: Scopus, Web of Science, and Google Scholar.The databases accessed on October 12, 2023, collectively encompass a wide range of journals in the field of educational management, thereby offering a diverse selection of perspectives on the research topic.A methodical search approach is implemented by judiciously combining keywords and vocabulary.Variations of the terms "leadership style," "teacher satisfaction," and "education management," among others, will be incorporated into the search queries.The utilization of Boolean operators (AND, OR) serves to enhance the search and account for the multifaceted characteristics of the research subject.The metrics for the data in this investigation are presented in Table 1.A widely utilized bibliometric application, VOSviewer, can be implemented to analyze data pertaining to the relationship between leadership style and teacher satisfaction.The utilization of this application enables the observation of keyword cooccurrence networks, bibliographic data, and co-authorship networks.It is possible to identify prolific authors and collaborative networks in the field through the establishment of a co-authorship network.Additionally, high-impact journals in the field can be identified by constructing a network based on journal co-citations.By examining the co-occurrence patterns of keywords, significant themes and concepts in the literature can be identified.The visualization functionalities of VOSviewer can be employed to generate maps of the constructed networks, thereby facilitating the discernment of clusters, influential nodes, and the research landscape's overarching structure.An additional application of clustering analysis is the identification of thematic clusters in the literature, which contributes to a more comprehensive comprehension of the various facets and subfields associated with teacher satisfaction and leadership style.practitioners and researchers to collaborate in order to improve educational management practices and increase educator satisfaction.In an effort to foster positive learning environments and promote the well-being of teachers, these trends provide valuable insights for educational institutions as they continue to adjust to shifting contexts and navigate the complexities of leadership.

Figure 3. Cluster Identity
The analysis has identified thematic clusters that provide a systematic perspective on the primary research domains in the field of educational management.Every cluster symbolizes a distinct facet, ranging from classroom management and innovation to crisis management and resource allocation.The clusters serve as a navigational tool for policymakers, educators, and researchers, directing their attention towards particular themes and subtleties within the wider framework of teacher satisfaction and leadership style.These extensively referenced works demonstrate substantial contributions that have had a profound impact on the discipline.The contextual background, significant discoveries, and enduring consequences of each of these influential documents are detailed in Table 4.

Implications and Future Directions
There are numerous implications of the findings for educational policy, practice, and future research.Educational leaders may inform their management strategies with the insights gleaned from influential documents, bearing in mind the applicability of both traditional and modern knowledge management practices.The thematic clusters serve as a fundamental basis for focused interventions, enabling leaders to attend to particular facets including environmental sustainability or crisis management.
The heightened focus on specific keywords, namely "Opportunity" and "Value," encourages an additional examination of the ethical aspects of leadership and the possibility of novel approaches in educational administration.Further investigation is warranted to explore the intersectionality of themes in greater detail.For instance, this could involve a scrutiny of the ways in which principles of supply chain management and knowledge management collaborate in order to establish leadership environments that are optimal.

Limitations
It is imperative to recognize and address the constraints of the analysis.Potential biases may be introduced due to the reliance on the availability of data in the chosen databases, which may affect the outcomes.Given the dynamic character of the field, it is possible that influential works and emerging trends have undergone changes since the data cutoff.Additionally, pertinent non-English literature may be overlooked due to the emphasis on English-language publications.

CONCLUSION
In summary, this research offers a comprehensive examination of the complex relationship that exists between leadership style and teacher satisfaction within the realm of educational administration.The analysis of prominent documents, thematic clusters, and frequently occurring keywords provides insight into the ever-changing research environment in the discipline.Prominent contributions from Drucker, Likert, and other notable figures emphasize the incorporation of traditional management principles into modern educational environments.The diversity of educational leadership is underscored by thematic clusters that encompass everything from environmental sustainability to crisis management.The growing focus on "Supply Chain Management" and "Knowledge Management" is consistent with overarching principles of organizational management and reflects the changing trends in educational research.The practical implications of these findings provide valuable insights for educational leaders, policymakers, and researchers, surpassing the boundaries of academia.With the ongoing evolution of educational management, this study functions as a fundamental resource that directs subsequent investigations and interventions towards achieving optimal leadership practices and fostering positive teacher satisfaction in academic establishments.

Figure 1 Figure 1
Figure 1.Mapping ResultsFigure1shows how the mapping of Education management

Figure 2 .
Figure 2. Trend Research Educational management is a dynamic discipline that adapts to evolving educational paradigms, technological developments, and societal changes.The research trends

Figure 4 .
Figure 4. Author Collaboration The collaboration of the most cited authors in the literature regarding the correlation between