3.1 System: about the education system

The systematic review highlights how the policies proposed by the systems in which schools are inserted contribute and/or challenge the pedagogical leadership of managers regarding teachers' professional development. ^{Wieczorek et al. (2018)}, when dealing with the classroom observation process in the United States, argue that educational systems need to provide managers and teachers with clear, formative guidelines. The use of rubrics, for example, makes it possible to develop constructive feedback capable of producing conversations that more specifically support teachers in their needs.

In general, studies emphasize the need to create policies that support the training of managers. Among the themes highlighted as relevant to this training process are access, production, management, and interpretation of data (^{Quiroga; Aravena, 2018}) and the development of skills aimed at improving interpersonal relationships and building trust (^{Albendea; Martín-Cuadrado, 2017}).

The theme of administrative responsibilities appears across the different categories of this review. ^{Kraft and Gilmour (2016)} reinforce the need to hire specialist teachers in the United States to train other school teachers in subject-specific content. Still on this subject, ^{Liljenberg (2016)} reinforces the need for educational systems to provide a professional who is responsible for teacher training at the institution, and ^{Aravena et al. (2019)} report that the excess of external demands, aimed at accountability, has strained the exercise of pedagogical leadership by Chilean managers, highlighting, in addition to the topic of administrative demands, aspects connected to school accountability policies.

Regarding time management, studies carried out in Vietnam and Brazil show that principals reveal the need to increase time in their working day so that they can be able to interact with teachers and support them (^{Garcia; Miranda, 2017}; ^{Nguyễn et al., 2018}). Furthermore, ^{Méndez (2013)} suggests that Mexican managers need to reduce the time spent on bureaucratic tasks by delegating them more to the school's administrative team. The different perspectives on the topic present in these studies reveal how managers are coordinating time management in their work routine and show the need to understand better the relationship between excessive administrative demands, the organization of time management, and the decentralization of tasks.

^{Nguyễn et al. (2018)} mention that in Vietnam, when hiring managers, selecting a candidate who is politically acceptable and “fits” the party's political expectations is more relevant than academic training and mastery of professional skills. This aspect highlights the need for systems to review their recruitment and selection processes for school managers, to prioritize technical-pedagogical skills.

The findings connected to the configuration of education systems reinforce the relevance of educational policies formulated for the contexts in which they are implemented, and the analysis of the results presented cannot lose sight of this. Still, even in different realities, the results highlight the influence of policies that direct and strengthen teachers's professional development.

Along with this, as an important challenge to be overcome, the need to formulate policies that support managers to train school teachers and provide guidance and preparation for carrying out this task is evident. Another point is the need for balance/prioritization between administrative and pedagogical demands. This constant tension has hindered acting in support of the development of the teachers.

3.2 Place: about the context in which one works

Although the relationship between the context in which one works, whether it is more related to the school or the neighborhood where the school is located, and pedagogical leadership concerning the development of teachers may seem less explicit, the findings reveal that this context can exert influence on the pedagogical demands made by managers.

^{Tapia-Gutiérrez et al. (2011)} highlight that, in vulnerable contexts, Spanish managers value teachers' commitment more and less the difficulties they speak about. This situation occurs because managers recognize the importance of this dedication in places where psychosocial and affective challenges affect students more severely. This data points to the specificities of interpersonal relationships that are established in schools located in more vulnerable social contexts, with greater complexity and inequality.

About the size of schools and their location, ^{Nguyễn et al. (2018)} report no significant differences between small, medium, and large schools, nor between urban and rural schools considering the leadership patterns of Vietnamese managers about teacher learning. In contrast, ^{Piyaman et al. (2017)} point out that, in Thailand, in the perception of the teachers, principals of urban schools have greater leadership than those of rural schools. The Thai study also suggests that, over time, the gap between differences in teachers' qualifications and learning grows and leads to a gap in rural teachers.

^{Quiroga and Aravena (2018)}, when dealing with the data collection in schools by Chilean principals, reveal that there are no significant differences in the amount of data that is collected in relation to the size of the school, disputing statements that the larger size generates more challenges concerning the process of collecting information that can support decision making.

^{Liljenberg (2016)} points out in his Swedish research that secondary schools with a strong tradition of work focused on developing subject content, were identified as having more difficulties in adopting a collective culture of teacher learning, which reveals that the segmentation focused on content makes it difficult to develop teaching staff based on needs that are more collective and general.

Between convergences and divergences in the size and location of schools and the pedagogical work, something that draws attention is the low number of findings that link the theme of managers' leadership concerning teachers’ professional development and the context in which schools are located. Perhaps because this relationship may be less obvious and less explicit. In a way, this reveals the need to strengthen studies in this area that connect the conditions and characteristics of the school and the context in which it is inserted with the role of managers in the development of teachers.

3.3 Pedagogy: about teaching and learning

Within the pedagogy category, which represents elements of teaching and learning, it is clear that, even in different contexts, there were recurring findings regarding the use of class observation and feedback as ways in which the manager can support teachers' professional development. The thematic recurrence reinforces the dissemination of this practice in recent years.

Regarding class observation, ^{Sato et al. (2019)} point out that Japanese teachers learn more when having their classes observed by someone who then offers them a moment to reflect on it. Furthermore, they highlight that the rubrics help effectively, as they allow for significant variability in criteria for analysis of what was observed. In addition to class observation, studies also point out other important aspects, such as the need for continuous monitoring of teachers' teaching, without judgment and carried out collaboratively (^{Wieczorek et al., 2018}).

Regarding feedback, the study carried out by ^{Costa et al. (2019)} presents three suggestions for the professional development of teachers in Belgium, Finland and Portugal: I) conduct instructive conversations that provide recommendations to teachers with advice and/or suggestions; II) provide professional development, with aimed at innovation and provision of necessary resources; e III) encourage teachers’ pedagogical reflection through dialogue (^{Costa et al., 2019}).

Regarding the teaching-learning process, the study carried out by ^{Sato et al. (2019)} addresses the importance of managers knowing about Andragogy. Such knowledge makes it possible to carry out a more assertive teaching training process, focused on problems and the use of strategies that encourage the search for deeper levels of self-reflection regarding teaching.

Turkish principals point to the provision of tools and materials to teachers that support the improvement of the quality of classes, which reiterates the importance of paying attention to the availability of these resources (^{Cansoy et al., 2018}). Regarding the use of a virtual environment, ^{Garcia and Miranda (2017)}, Brazilian scholars, highlight that this is a space that can contribute to the interaction and development of teachers.

Regarding the challenges encountered, ^{Aravena et al. (2019)} show that there is a low repertoire among Chilean leaders regarding which elements impact student learning. This factor not only makes it difficult to support teacher professional development but also reflects the results of the study by ^{Sentočnik et al. (2016)}. The latter asserts that Georgia principals lack a solid understanding of teaching and learning theory and are generally unable to identify effective teaching practices in the classroom.

Still, about the training process of managers, a recurring aspect in the study results is the need to develop pedagogical leadership (^{Almeida et al., 2018}; ^{Cansoy et al., 2018}; ^{Costa et al., 2019}; ^{Liljenberg, 2016}). The report of a Turkish teacher reinforces this aspect by pointing out that the school director normally uses his time only for administrative tasks and that, when he visits classrooms, these appear to be aimed at control, and not at professional development (^{Cansoy et al., 2018}).

Regarding the training of teachers in Canada, the study carried out by ^{Lambersky (2016)} highlights the frustration of participants in meetings for group evaluation, which are considered unnecessary, as they cover material already understood. This idea is also observed in Garcia and Miranda's (2017) analysis of the documentation process of one of the schools investigated in Brazil, where there is a lack of in-depth concern with teacher training.

The findings concerning the topic of pedagogy point to the dissemination of classroom observation and feedback practices as the most present in the development of teachers. However, the results of these studies show that one of the challenges is the tension between the large number of teachers to be observed, the frequency of these observations, and the low number of managers to carry out this work.

Furthermore, there are few reports on how to develop teachers in collective actions, to consider the school as a professional learning community (^{Bolívar, 2019}), which reinforces the need for advances in qualitative studies of how this development can be more efficiently.

3.4 People: about who you work with

This category includes results connected to the people with whom school managers work, including teachers themselves, and how this relationship/interaction occurs from a teacher professional development perspective. The study by ^{Méndez (2013)} indicates that Mexican managers use relationships with students to obtain data on teachers' performance, considering them as important sources of information. The study also points out that, faced with inappropriate conduct on the part of teachers, principals generally opt for informal measures, as they rarely use the legal measures existing in the school.

In contrast to the study by ^{Méndez (2013)}, which addresses strategies for dealing with inappropriate conduct by teachers, ^{Tapia-Gutiérrez et al. (2011)} highlight the importance of being close to teachers to build a relationship based on trust. The study highlights that allowing the intense participation of Spanish teachers in the school's agenda increases the feeling of belonging and commitment to the institution's mission.

Outside of the individual field of relationships, for a more community-oriented perspective, in another Spanish study, ^{Contreras (2016)} points out that when managers allow teachers to share what they learned, this contributes to collective learning. From this same perspective, the study by ^{Costa et al. (2019)} deals with the importance of creating learning communities among Belgian, Portuguese, and Finnish teachers, in which they can create support networks. ^{Garcia and Miranda (2017)} indicate that, in the case of Brazil, managers recognize the need to create opportunities for teachers, at the beginning of their careers, to work collaboratively with more experienced colleagues.

The importance of building a trusting relationship is also addressed by ^{Sentočnik et al. (2016)}, who highlight the importance of managers in Georgia demonstrating confidence and belief in the desired change concerning teachers' work to build coalitions and provide safety nets for teachers so that they can try new approaches in their work. From the perspective of this study, it is necessary to avoid making judgments or exercising vertical control. In the Thai context, ^{Piyaman et al. (2017)} point out that trust can positively influence the engagement of co-workers in collaborative activities that promote shared learning and people's empowerment during decision-making process.

About the challenges found in the studies analyzed, ^{Quiroga and Aravena (2018)} point out that the leadership work carried out by Chilean managers, in reality, is much more based on a process of control than of influence, and that, for example, these are more concerned with what students' parents do than with what teachers teach. On this topic, ^{Contreras (2016)} indicates that principals in Spain need to be more present in the relationship with teachers. This would enable the strengthening of an essential function, which is supporting teachers in their learning process.

In Swedish schools, where, in addition to principals, there are teacher leaders, the study carried out by ^{Liljenberg (2016)} reports that these leaders claim that principals and teachers transfer their responsibilities to them and that they often end up acting as interlocutors between the director and teachers.

Regarding the influence of managers on teachers' emotions, the Canadian study reports that teachers state that there is little positive reinforcement from principals concerning the work done (^{Lambersky, 2016}). The study also points out that, to demonstrate “best teaching practices”, principals end up verbalizing in a way that makes it seem to other teachers that some teach classes in a superior manner and the tone with which they do this, sometimes, makes teachers feeling less on the self-efficacy.

The findings related to the category "people" point to the importance of building collective work with a community spirit based on relationships of trust. Furthermore, the studies highlight points of attention linked to the relationships established between principals and intermediate leaders at the school, to produce reflections on how this distribution of power and functions can be productive for teachers' professional development. In addition, the research reinforces the need to maintain a harmonious climate based on good interpersonal relationships.

3.5 Personnel: about school managers

Regarding the "personnel" category, aspects more related to managers, their characteristics, values, and beliefs are addressed. A variable that had an impact on the leadership work carried out by Chilean directors is gender. The study by ^{Castro et al. (2019)} demonstrates that women have a more positive impact than men on the leadership work carried out by the school.

About some of the characteristics and values of managers, the study carried out in India indicates that the director's less defensive attitude towards the environment and existing situations can increase the optimism and commitment of the teaching staff (^{Dhar, 2016}). Swedish school leaders, in turn, form their conceptions of responsibility about school activities based on two central aspects: I) their beliefs and values about what they can and should do; and II) the individual responsibilities and values that define the organization in which they work (^{Ulf, 2015}).

Complementing the profile of managers, ^{Albendea and Martín-Cuadrado (2017)} reveal that Spanish managers have little training focused on management. According to these authors, 73% of the managers investigated reported that the training provided was a single 60-hour course. Still regarding the lack of training, the study carried out by ^{Kraft and Gilmour (2016)} expresses the concern of American principals that they do not feel capable of providing feedback that can support teachers' individual professional growth.

The Canadian study indicates that a lack of empathy on the part of principals has a negative impact on teacher morale and job satisfaction. Approximately one-third of the teachers investigated in the study report that their directors often did not recognize them as individuals. They report feeling just like “numbers” and emphasize that the leadership role requires you to have sensitivity, compassion, and emotional intelligence (^{Lambersky, 2016}). Still regarding the characterization of principals, something that draws attention in Garcia and Miranda's study (2017) is that the Brazilian principals interviewed report that they do not consider themselves responsible for teacher training, that is, they do not understand this as part of their professional identity. This identity perception can produce unproductive tensions for teacher learning in schools.