Pedagogical leadership and teacher performance: a systematic review of the scientific literature
DOI:
https://doi.org/10.63688/hrsqem62Keywords:
pedagogical leadership, teacher performance, educational management, systematic reviewAbstract
Pedagogical leadership is recognized as a key factor in strengthening teacher performance and improving educational quality by promoting instructional support, continuous feedback, and professional development. The aim of this study was to analyze the scientific evidence on the relationship between pedagogical leadership and teacher performance through a systematic literature review. A qualitative descriptive-analytical approach was adopted following the PRISMA 2020 guidelines. The literature search was conducted in Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Taylor & Francis Online, Dialnet, and Google Scholar, considering publications in English and Spanish published between 2020 and 2026. After applying the inclusion and exclusion criteria, 25 scientific articles were selected for analysis. The findings revealed that pedagogical leadership strengthens teacher performance through instructional support, professional feedback, pedagogical innovation, and continuous professional development. In addition, challenges were identified regarding the preparation of school leadership teams, the consolidation of collaborative organizational cultures, and the need for further research across diverse educational contexts. It is concluded that pedagogical leadership is a strategic element for enhancing teachers' professional performance and promoting the continuous improvement of educational quality.
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Copyright (c) 2026 Yesenia Lisbeth Méndez Guacho, Joffre Stalin Valle Carpio, Diocelina Esperanza Sabando Santana, Liliana Katherine Torres Campoverde, Enma Eulalia Brito Chacha (Autor/a)
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