<![CDATA[Teacher leadership is increasingly recognised as a determinant of the quality of school physical education, yet the specific leadership forms that shape student engagement remain fragmented across theoretical traditions and study designs. This systematic literature review synthesised evidence on the forms of physical education teacher leadership and their influence on students' behavioural, emotional, and cognitive engagement. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. A structured Boolean search of the Scopus database, restricted to English-language journal articles published between 2016 and 2025, identified 203 records; after the removal of 15 duplicates and sequential title, abstract, and full-text screening against predefined eligibility criteria, 17 studies were retained for synthesis. Data were analysed using thematic synthesis, and methodological quality was appraised with design-specific critical appraisal tools. Findings indicate that transformational and multidimensional leadership styles, autonomy-supportive versus controlling teaching behaviours, instructional leadership enacted through student-centred pedagogical models, and continuing professional development consistently relate to more adaptive student motivation and engagement, whereas controlling and need-thwarting behaviours undermine them. The review advances a consolidated framework linking teacher leadership forms to a multidimensional conception of engagement, offering guidance for teacher education, professional development, and school leadership. Future research should prioritise longitudinal and experimental designs, standardised engagement measures, and evidence from under-represented regions and school levels.]]>
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