ABSTRACT Purpose This study investigates the phenomenon of “quiet quitting” within dental education, where faculty members disengage from non‐essential duties, impacting workplace efficiency and educational outcomes. The research aims to identify authentic leadership strategies to mitigate this issue. Methods A comprehensive literature review was conducted, focusing on recent studies related to quiet quitting in healthcare and academia. Databases such as PubMed, Cochrane Library, Digital Commons Network, and DARE were searched using specific keywords. Inclusion criteria were applied to select relevant publications from the past five years. Results The review identified seven key publications that met the inclusion criteria. Findings indicate that quiet quitting is prevalent among several healthcare service areas and academia, leading to reduced engagement in essential activities. The analysis highlights the role of authentic leadership in fostering a supportive and engaging work environment. Conclusion Implementing authentic leadership strategies, characterized by self‐awareness, relational transparency, balanced information processing, and an internalized moral perspective, can enhance faculty engagement and workplace efficiency. These strategies are crucial for improving educational outcomes and maintaining a positive academic environment in dental schools.
Burch et al. (Mon,) studied this question.
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