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Purpose In the context of Thailand’s progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was considered a suitable model of school leadership in light of Thailand’s explicit recognition of the importance of developing the moral capacity of students and emphasis on ethical leadership. Design/methodology/approach The study employed a quantitative cross-sectional survey design. Survey data were obtained from 605 teachers in a nationally representative sample of 182 primary schools. The data were analyzed using confirmatory factor analysis and structural equation modeling. Findings The results indicated that the model of authentic leadership effects on teachers’ academic optimism and work engagement was validated. A moderate relationship was observed between authentic leadership and the dependent measures of teacher attitudes. Practical implications The study identified a potentially important lack of alignment between the espoused values and actions/decisions of school principals in Thailand. When combined with prior research conducted on leadership for educational reform in Thailand, our findings highlight the systemic nature of the problem faced in changing traditional patterns of behavior in Thai schools. More specifically, despite change in the nation’s educational goals, human resource management of the nation’s school leaders continues to produce administrators and managers rather than leaders, either instructional or moral. Originality/value The study extends prior studies of school leadership in the context of Thailand’s education reform that focused more specifically on principal instructional leadership in Thailand. In addition, this study of authentic school leadership is one of only a few conducted outside of Western societies.

PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.

Positive psychology has recently gained interests among educational researchers due to its role in improving interpersonal relationships and offering a new