Authentic Leadership and its Relationship with Psychological Capital in Educational Institutions
Main Article Content
Abstract
This study examined the influence of authentic leadership among school leaders and its effect on the psychological capital of school personnel in public and private schools in the United States. The responses of the 498 participants surveyed indicated a significant positive relationship between authentic leadership and psychological capital. Higher levels of authentic leadership, as evidenced by self-awareness, balanced decision-making, an internalized moral perspective, and honest interactions, were associated with increased psychological capital among staff members, including self-efficacy, optimism, resilience, and hope. These findings highlight the critical role of authentic leadership in creating a psychologically supportive climate within educational institutions, ultimately enhancing staff morale and performance.