This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the principals' practice of authentic leadership was influenced by culture. Moreover, the principals' authentic leadership was found to be positively and significantly associated with teachers' psychological capital. This study provides empirical evidence to support a theoretical argument suggesting that authentic leadership fosters positive psychological capital among the members of an organization.

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This study examined teacher perceptions of principals’ social justice leadership and their effect on teachers’ academic optimism in Taiwan, along with the moderating effects of teachers’ gender, position, and school size. While a total sample of 1,470 elementary and secondary school teachers were surveyed, this study applied a multidimensional framework to examine social justice leadership. The results indicate that teachers perceive principals’ social justice leadership to a high degree. Second, teachers’ perceptions of social justice leadership significantly vary by gender, position, and school size. Third, social justice leadership positively relates to teachers’ academic optimism. Fourth, gender has a moderating effect on the relationship of social justice leadership and teachers’ academic optimism, which suggests that the practice of principals’ social justice leadership is influenced by the inherent culture, at least to an extent.

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