Liderança e satisfação no trabalho nas instituições de ensino superior: protocolo de revisão de escopo

Abstract

The relationship between leadership and job satisfaction is particularly relevant in the context of universities, where the complexity of academic and administrative activities requires a leadership style capable of motivating, engaging, and supporting employees. The main objective of this study was to analyze the relationship between leadership and job satisfaction in Higher Education Institutions (HEIs). To achieve this objective, a Scoping Review was conducted following the Joanna Briggs Institute (JBI) methodology, aiming to map the existing literature on the topic, identify research gaps, and provide a comprehensive overview of the available studies. The initial search identified 646 records. After removing duplicates and conducting successive screenings, 61 articles were deemed eligible and included in the final analysis. The included studies were published between 1997 and 2025, with a higher concentration in 2019, 2020, and 2024, and originated from approximately 29 countries/regions. Most of the research (n = 38) focused on faculty members/teachers. The results showed that transformational leadership is the most recurrent style and the one with the most consistent positive impacts, fostering engagement, motivation, creativity, and organizational commitment. Other styles, such as servant, empowering, inclusive, democratic, ethical, strategic, and distributed leadership, also showed relevant effects in promoting healthier and more collaborative academic environments. In contrast, toxic, autocratic, and laissez-faire leadership styles were associated with negative or inconsistent impacts, reinforcing the need for humanized and people-centered management practices. The analysis also revealed the importance of mediating variables such as organizational culture, ethical climate, psychological capital, and work–family balance, which significantly influence the relationship between leadership and job satisfaction. It is concluded that leadership plays a strategic role in strengthening job satisfaction in HEIs and should be understood as an essential element for quality of life in the academic environment and for institutional excellence. It is expected that the findings of this study will support management practices in institutions and serve as a reference for future research exploring less-studied leadership styles and different cultural contexts.