SCHOOL MANAGEMENT, SCHOOL LEADERSHIP AND TEACHER BURNOUT: A SCOPING REVIEW OF DEMANDS, RESOURCES, INTERVENTIONS AND PROFESSIONAL RETENTION

Abstract

Objective: To map evidence on school management and leadership, organizational demands and resources, teacher burnout, interventions, and professional retention, evaluating implications for pedagogical coordination. Method: Scoping review based on the PCC framework and reported according to PRISMA-ScR. PubMed/MEDLINE and Europe PMC were searched (2015–2026). A total of 1,462 records were identified, and 68 studies were included in the final synthesis. Screening and extraction were conducted by a single reviewer, using descriptive, thematic, and methodological quality synthesis. Results: Cross-sectional observational studies predominated (n = 41), with few longitudinal designs (n = 9). The literature focused on burnout, well-being, demands, and leadership, with fewer studies addressing actual retention and organizational interventions. Non-probability samples and heterogeneous instruments limited generalizability. Pedagogical coordination was not investigated as an independent variable, being discussed inferentially through the literature on leadership and support. Conclusion: Working conditions, leadership support, autonomy, and time organization are associated with teacher well-being. However, there is insufficient evidence that pedagogical coordination alone prevents burnout or ensures retention. Longitudinal studies, organizational interventions with objective retention indicators, and research specifically focused on pedagogical coordination are required.