IMPACT OF AUTHENTIC LEADERSHIP ON TEACHERS’ PERFORMANCE

Abstract

Authentic Leadership (AL) is considered a practical approach with a practical framework for effective school leadership. The study assessed the relationship between AL and Teachers’ Performance (TP) in the contextual educational settings of secondary schools in Pakistan. Quantitative data for the study was collected using a survey through a structured adapted questionnaire. The targeted population was the secondary school teachers and principals in Lahore, Punjab, a province of Pakistan. The data was analyzed using SPSS and SMART PLS software. The findings of the study were indicative of the moderate positive significant relationship between the AL of the school heads and teachers’ performance. Moreover, the authenticity of a school head is considered a key factor in sustainable teachers’ performance. This quality of a school head enables the school teachers to focus on the attainment of educational goals rather than seeking their agendas. The study recommends that there should be more targeted training for heads of secondary schools in Pakistan thereby striving to attain more AL skills to get explicit performance from teachers in schools.