Background Instructional leadership (IL) is critical for fostering resilience and well-being in STEM education, yet its impact remains underexplored. This systematic review synthesizes evidence on how IL predicts resilience and well-being in STEM learning. Methods Following PRISMA guidelines, we analyzed 80 peer-reviewed studies (2014–2024) from Clarivate, Scopus, Google Scholar, and ERIH Plus, using keywords like „instructional leadership” and „STEM education.” Results IL indirectly enhances resilience through strong teacher-student relationships and supports well-being by boosting motivation in STEM. Success in STEM subjects fosters school resilience, while cognitive conflict in STEM learning contributes to adaptive strategies. Conclusion IL is a key predictor of STEM learning outcomes, with implications for teacher training and inclusive STEM curricula. Future research should explore contextual factors mediating these relationships.
Dogaru et al. (Fri,) studied this question.