Authentic leadership practices in the university setting: the theory of tomorrow

Jaradat, Mahmoud K. Al; Khasawneh, Samer; Al-Ruz, Jamal Abu; Bataineh, Omar T.

doi:10.1504/ijmie.2020.107049

Cited by 7 publications

(9 citation statements)

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“…These results are consistent with Feng's (2019) results showing the principal having positive ethics; Moreno's (2018) results that the principal's application of ethical behaviors led to meeting teachers' needs; and Bahzar's (2019) results that authentic leadership and its elements, including an internalized moral perspective, were practiced by principals and teachers in Islamic high schools. Meanwhile, the results of the current study differed from those of Jaradat et al (2020), who demonstrated that the internalized moral perspective element occurred at a medium level of practice.…”

Section: Discussioncontrasting

confidence: 99%

“…These results are consistent with the results of Bahzar (2019), who showed that authentic leadership and its elements, including balanced processing, were practiced by principals and teachers in Islamic high schools. However, the results of the current study differed from those of Jaradat et al (2020), who showed that the balanced processing element indicated a moderate level of practice.…”

Section: Discussioncontrasting

confidence: 99%

“…This result is consistent with the study of Al-Mansi (2019), who indicated the presence of fundamental differences between the attitudes of the workers toward the degree of authentic leadership practice according to years of service. However, the current study's results differ from those of Jaradat et al (2020), who demonstrated that faculty members' levels of experience had no effect on their perceptions of authentic leadership practices. They also differed from those of Plessis and Boshoff (2018), whose results showed no statistically significant differences regarding the years of service in the organization and the practical experience of the study sample personnel of employees and the authentic leadership behaviors of leaders.…”

Section: Discussioncontrasting

confidence: 99%

“…These results are consistent with those of Jaradat et al (2020), which indicated that relational transparency showed high levels of practice, and Feng's (2019) results that the school principal demonstrated transparency in information in the work environment.…”

Section: Discussionsupporting

confidence: 86%

“…In general, for all the items of the first dimension, there was a high degree of self-awareness practice as one of the dimensions of the authentic leadership of public-school leaders in Al-Khobar city from the teachers' point of view, with an arithmetic mean of 3.35 and a relative weight of 83.75%. These results are consistent with Jaradat et al's (2020) results, which showed that the self-awareness element indicated high levels of practice; Feng's (2019) results showing the principal's adherence to the values stemming from his self-awareness and their compatibility with clear educational objectives in his leadership behaviors; and Bahzar's (2019) results showing that authentic leadership and its elements, including internal self-awareness, were practiced by principals and teachers in Islamic high schools.…”

Section: Discussionsupporting

confidence: 80%

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Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

Al-Dhuwaihi

Almohaisin

2021

CJES

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This study aimed to determine the degree of practicing authentic leadership among public-school leaders from teachers’ viewpoint while also revealing whether statistically significant differences exist between the respondents’ means of the degree of authentic leadership practice due to number of years of service, specialization, and/or scholastic stage. A descriptive-analytical approach was adopted. The study population consisted of teachers. A stratified random sample of 351 female teachers was chosen. The questionnaire used consisted of four main axes that included the four authentic leadership elements: self-awareness, relational transparency, the internalized moral perspective, and balanced processing. The results indicated a high degree of the practice of the four dimensions of authentic leadership among the leaders as well as the presence of statistically significant differences between teachers’ mean responses about the degree of authentic leadership practice among the leaders of public-schools due to the number of years of service in favor of the teachers whose years of service ranged between 5 and 10 years as well as academic level in favor of intermediate school teachers. The researchers also offer several recommendations. Keywords: Authentic leadership; school principals; practice leadership;

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 80%

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Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

Al-Dhuwaihi

Almohaisin

2021

CJES

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Authentic Leadership as a Generic Competence

Sandberg,

Laine,

Haseloff

et al. 2023

The Emerald Handbook of Authentic Leadership

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Adoption of social media-based knowledge-sharing behaviour and authentic leadership development: evidence from the educational sector of Pakistan during COVID-19

Asghar

Barberà

Rasool

et al. 2022

JKM

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Purpose This research paper aims to explore the influence of social media–based knowledge-sharing intentions (SMKI) on prospective authentic leadership development (ALD) to deal with the future crisis. In the existing literature, to the best of the authors’ knowledge, there is no significant empirical evidence to test the relationship between SMKI and ALD. Thus, this study contributes to the growing literature regarding the role of SMKIs, ALD, social media–based knowledge-sharing behavior (SMKB) and facilitating conditions (FCs). However, in this study, the authors developed a conceptual framework based on technology adoption and leadership theory. It was used to identify preservice educational leaders’ SMKIs and their effect on ALD to deal with an educational crisis during the COVID-19 pandemic. Furthermore, SMKIs are strengthening ALD, directly and indirectly, using SMKB and FCs. Design/methodology/approach In this study, the higher education students are considered preservice leaders who were enrolled in educational leadership and management programs. However, this study’s target population and sample are students enrolled in educational leadership and management programs. Therefore, higher education students are considered preservice educational leaders. Therefore, a multilevel questionnaire survey approach was adopted to collect data from preservice educational leaders (n = 451 at Time 1 and n = 398 at Time 2) enrolled in education departments in the selected universities in Pakistan. A total of 398 survey questionnaires were finalized with a return ratio of 89%. The partial least square structural equation modeling with SmartPLS 3.2.8 was used for the data analysis. Findings This research found that SMKIs are positively and significantly connected with ALD. This study also confirms that SMKB significantly and positively mediates the relationship between SMKIs and ALD. Therefore, this study concludes that preservice educational leaders were ready to adopt SMKB. Practical implications Social media–based knowledge sharing can be helpful to develop authentic leadership among preservice educational leaders during a crisis. Preservice educational leaders as authentic leaders can prove to be an asset in dealing with the COVID-19 pandemic crisis. Originality/value This research integrated the technology adoption model and leadership theory to provide empirical evidence of SMKIs’ direct and indirect influence on ALD through social media–based knowledge-sharing actual use behavior by preservice educational leaders during the COVID-19 pandemic. Moreover, the moderated mediating effect of the FCs was also studied in the relationship between SMKIs and actual user behavior as well as ALD.

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Authentic leadership practices in the university setting: the theory of tomorrow

Cited by 7 publications

References 0 publications

Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

Authentic Leadership as a Generic Competence

Adoption of social media-based knowledge-sharing behaviour and authentic leadership development: evidence from the educational sector of Pakistan during COVID-19

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