The Leadership–Work Engagement Relationship in Higher Education: A Resource-Based Systematic Review (2017–2026)

Leadership has been widely examined in relation to work engagement in higher education. However, studies have used different leadership approaches and theoretical perspectives, making the available evidence difficult to integrate. This systematic literature review integrated evidence across these approaches, with the broader logic of job demands–resources (JD–R) theory informing the interpretation of the findings. In line with the PRISMA 2020 guidelines, Web of Science, Scopus, and the Education Resources Information Center (ERIC) were searched for studies published between January 2017 and February 2026. Thirty-one empirical studies met the eligibility criteria and were included in the review. Descriptive statistics and a theory-informed narrative synthesis showed that the evidence base was dominated by cross-sectional studies in Asian higher education settings, with transformational and servant leadership receiving the most attention. The synthesis identified job-related, personal, social, and organizational resources associated with leadership and work engagement. Five higher-order motivational processes were identified: meaning and fit formation; personal-resource development; relational and social-exchange enhancement; organizational enabling and resource flow; and demand reduction, resource protection, and depletion. Resource-enhancing pathways received more attention than demand-related and resource-loss processes. The review concluded that different leadership approaches may be linked with work engagement through overlapping resource-based processes rather than through a universally superior leadership style. This synthesis provides a basis for further research and institutional practices that support employee resources in higher education.