School Principals’ Authentic Leadership and Teachers’ Psychological Capital: Teachers’ Perspectives

Abstract

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.

Authentic Leadership and Teachers’ Intention to Stay: The Mediating Role of Perceived Organizational Support and Psychological Capital

“…The followers of authentic leaders compared with other leadership styles followers experience more positive emotional states through emotional contagion from leader to them (Rego, Sousa, Marques, & Cunha 2012). Several studies indicate that there is a positive and significant relationship between authentic leadership and psychological capital (Clapp- Smith, Vogelgesang, & Avey, 2009;Feng-I, 2016;Jensen & Luthans, 2006;Munyaka, et al, 2017;Peterson, Walumbwa, Avolio, & Hannah, 2012;Rego et al, 2012;Walumbwa et al, 2011;Woolley, Caza, & Levy, 2010). According to the above, the second hypothesis of this study could be as following:…”

Student Enrollment and Teacher Statistics Forecasting Based on Time-Series Analysis

“…The education problems faced by the younger generation include a decrease in the number of students enrolled and a surplus of teachers [ 52 ]. As a result of the low birthrate, primary schools have reported that the wave of decline has affected heavily [ 48 ], and with the instability of the retirement system resulting from previously announced adjusted pension policies, the older group of school teachers retired several years ago [ 53 ]. Therefore, the faculty in primary schools represents a younger population, and more teachers are available than are required; this has resulted in a wide range of “stray” teachers, and those with a teaching license are yet unable to obtain a formal position due to a lack of vacancies [ 52 ].…”

Caracterización del capital psicológico en el profesorado: una revisión sistemática

“…Tras analizar los estudios incluidos en la revisión se puede establecer que son escasos los estudios que analizan los predictores (o antecedentes) del capital psicológico entre el profesorado (ver Figura 3). No obstante, se advierte que el liderazgo auténtico del personal de dirección, caracterizado por la autoconciencia, la transparencia relacional, la perspectiva moral internalizada y el procesamiento equilibrado, predice el capital psicológico del profesorado universitario, de Primaria y de Secundaria (Adil y Kamal, en prensa; Feng, 2016). Del mismo modo, el apoyo social y el apoyo organizacional percibido podrían considerarse protectores del capital psicológico, ya que el profesorado que se siente apoyado en su trabajo presenta mayor capital psicológico (Kanapathy, 2016;Li et al, 2019;Li y Zhang, 2019).…”