This systematic review explores the relationship between principals’ leadership styles and high school teachers’ behaviors, focusing on areas such as instructional practice, collaboration, job satisfaction, and organizational commitment. Drawing on empirical studies published between 2010 and 2024, the review synthesizes findings to understand how transformational, transactional, and instructional leadership styles influence teacher engagement and performance. The analysis reveals that transformational leadership consistently fosters positive outcomes by promoting motivation, emotional investment, and professional development. Instructional leadership emerges as a key driver of teaching effectiveness through curriculum support and collaborative planning. In contrast, transactional and laissez-faire approaches are associated with limited teacher autonomy and reduced morale. The study also highlights the mediating role of school culture in shaping teacher behavior and underscores the importance of contextual factors such as school size, socio-economic status, and teacher experience. Recommendations include enhancing principal training programs to develop transformational and participatory leadership skills, fostering inclusive decision-making, and cultivating supportive school environments. This review contributes to the ongoing discourse on educational leadership by identifying critical leadership practices that enhance teacher performance and student outcomes in secondary education settings.