Psychological Capital and Authentic Leadership Behavior on Leadership Effectiveness in Secondary Schools of Wollega Zone
DOI:
https://doi.org/10.20372/star.v7.i2.5Keywords:
authentic leadership behavior, psychological capital, leadership effectivenessAbstract
Psychological capital and authentic leadership behavior allow leaders to boost psychological strength in the face of challenge to address difficulties effectively being professionally effective and morally sound. However, the prediction of psychological capital and authentic leadership behavior to leadership effectiveness within secondary school of Wollega zones context has not been investigated. To examine these phenomena from four zones of Wollega zones three of them were included by simple random sampling technique. Schools and teachers also were randomly selected while leaders were selected by availability sampling technique. Accordingly, 78 principals and 206 teachers were included in the sample. The study employed correlational design and mixed convergent method. Closed and open-ended 360- degree self and observer ratings questionnaires as well as interview were used to collect the data. After validation of the instrument, descriptive statistics, correlation and multiple regressions analysis were computed. Then the result revealed significant positive correlation between leaders‘ psychological capital and authentic leadership behaviors with leadership effectiveness. Leaders‘ psychological capital and authentic leadership behaviors significantly predicted leadership effectiveness as reported by self-rated but not significant as observer rated. Moreover, stepwise regression analysis was conducted for psychological capital and authentic leadership. Self-awareness and balanced process from authentic leadership behavior; hope and resilience variables from psychological capital were seen the most contributors for leadership effectiveness. This study thus contributed to know the power prediction of psychological capital and authentic leadership behavior to leadership effectiveness. It also helps secondary school principals and teachers to identify psychological capital and authentic leadership behavior qualities expected from them.
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