Examining the effect of authentic leadership on skill development with emphasis on the mediating role of professional self-efficacy

Document Type : Original Article

Authors

1 Education teacher, Iran

2 Associate Professor of Educational Management, Faculty of Literature and Humanities, Bo Ali Sina University, Hamadan, Iran

3 PhD student in educational management, faculty of literature and humanities, Boali Sina University, Hamadan, Iran

4 Ph.D. student in Educational Management, Faculty of Literature and Humanities, Bu Ali Sina University, Hamadan, Iran

10.22098/ael.2022.11472.1152

Abstract

The present study was conducted with the aim of investigating the effect of authentic leadership on skill development, emphasizing the mediating role of teachers' professional self-efficacy. The research method was applied in terms of purpose and descriptive in terms of correlational data collection. The statistical population of the research included all managers and teachers of the three levels of Nahavand city. 331 of them were selected for the study using stratified random sampling method. The statistical sample size estimation method was Morgan's table. To collect research data, three standard questionnaires of authentic leadership, skill enhancement and professional self-efficacy were used. Research data after collection were analyzed using Pearson's correlation coefficient and structural modeling in Lisrel and SPSS statistical software. The results showed that the effect of authentic leadership and professional self-efficacy on skill enhancement is positive and significant, it was also found that the effect of authentic leadership on skill enhancement with the mediating role of professional self-efficacy was positive and significant. As a result, attention to authentic leadership and professional self-efficacy can be one of the influencing factors on improving teachers' skills.

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Applied Educational Leadership
Volume 3, Issue 3 - Serial Number 11
November 2022
Pages 69-82

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History

  • Receive Date: 07 September 2022
  • Revise Date: 12 October 2022
  • Accept Date: 05 November 2022

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