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

Autor/inn/en	Aria, Andrea; Jafari, Parivash; Behifar, Maryam
Titel	Authentic Leadership and Teachers' Intention to Stay: The Mediating Role of Perceived Organizational Support and Psychological Capital
Quelle	In: World Journal of Education, 9 (2019) 3, S.67-81 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Leaders; Intention; Teacher Persistence; Teacher Leadership; High School Teachers; Foreign Countries; Hypothesis Testing; Models; Influences; Psychological Characteristics; Self Efficacy; Resilience (Psychology); Well Being; Psychological Patterns; Faculty Mobility; Organizational Climate; School Support; Teacher Attitudes; Iran (Tehran) + Suchen Sie Ihr Suchwort? Fachleiter; Lehrerfunktionsstelle; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Hypothesenprüfung; Hypothesentest; Analogiemodell; Influence; Einfluss; Einflussfaktor; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden; Organisationsklima; Schulförderverein; Lehrerverhalten
Abstract	This paper aims to explore the mediation effect of psychological capital and perceived organizational support on the relationship between authentic leadership and intention to stay. The structural equation modeling technique was used to test the hypothesized model. A survey was administered to collect data targeting a sample of randomly selected teachers working at high schools in Tehran. The results suggest that authentic leadership significantly influences teachers' intention to stay, psychological capital, perceived organizational support. As predicted, both perceived organizational support and psychological capital had a significant positive direct effect on intention to stay. The effect of authentic leadership on intention to stay was found to be mediated by teachers' psychological capital and perceived organizational support. This study shows how leaders can enhance teachers' intention to stay by applying authentic leadership, engendering psychological capital and creating supportive environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01