This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.