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EXPLORING AUTHENTIC LEADERSHIP IN
RELATION TO ORGANIZATIONAL DEVELOPMENT
OF PUBLIC AND PRIVATE SECTOR UNIVERSITIES
By
Said Saeed
PhD scholar
(Reg. No: 12-AU-M.PHIL-EDU-7)
Submitted to the Abdul Wali Khan University Mardan in the partial fulfillment of the
requirements for the degree of PhD in Education
Supervised by:
Professor Dr. Riasat Ali
DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
ABDUL WALI KHAN UNIVERSITY MARDAN
(2015-2018)
i
EXPLORING AUTHENTIC LEADERSHIP IN
RELATION TO ORGANIZATIONAL DEVELOPMENT
OF PUBLIC AND PRIVATE SECTOR UNIVERSITIES
By
Said Saeed
PhD scholar
(Reg. No: 12-AU-M.PHIL-EDU-7)
Submitted to the Abdul Wali Khan University Mardan in the partial fulfillment of the
requirements for the degree of PhD in Education
Supervised by:
Professor Dr. Riasat Ali
DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
ABDUL WALI KHAN UNIVERSITY MARDAN
(2015-2018)
ii
APPROVAL SHEET
Certified that the content and format of thesis titled “EXPLORING AUTHENTIC
LEADERSHIP IN RELATION TO ORGANIZATIONAL DEVELOPMENT OF
PUBLIC AND PRIVATE SECTOR UNIVERSITIES” submitted by Mr. Said
Saeed has been found satisfactory in partial fulfilment for the requirements of the
degree of Doctor of Philosophy in Education.
Committee
External Examiner: _____________________
Prof. Dr. Samina Malik
International Islamic University
Islamabad.
Internal Examiner: _____________________
Prof. Dr. Riasat Ali
Department of Education
Abdul Wali Khan University, Mardan.
Chairman: _____________________
Dr. Saqib Shehzad
Department of Education
Abdul Wali Khan University, Mardan.
Dean faculty of Social Sciences ______________________
Abdul Wali Khan University, Mardan.
Director Academic & Research ______________________
Abdul Wali Khan University, Mardan.
DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
ABDUL WALI KHAN UNIVERSITY MARDAN
(2015-2018)
iii
ABSTRACT
The purpose of this study is to explore authentic leadership attributes (ALA) in
relation to organizational development (OD) of public and private sector universities.
The ALA are self-awareness, relational transparency, balanced processing
information, ethical perspective, and positive psychological capital. The components
of OD are work engagement, job satisfaction, teachers professional trainings, follower
leader interaction and follower authentic leadership development. Authentic
leadership (AL) is a new construct in the educational leadership domain and has been
developed in the recent organizational context in order to avoid the un-ethical
practices of leaders within the organization. This study uniquely classifies authentic
leadership theory from other leadership theories. Further, it coherently differentiates
the intrapersonal (unveils how a person's life experiences, motivations, and worldview
shape one's moral reasoning) from the interpersonal dimension (stresses the value of
integrity, character and psychological capital as well as the ability to outwardly
convey and genuinely model trust and transparency).
The objectives of the study were to; investigate ALA of educational leaders,
investigate the existing status of OD, compare and measure ALA and OD in public
and private sector universities; and to explore process of transformation of leader into
authentic leader. Research questions were formulated for the study. The population of
the study was (6975) university leaders and teachers of Khyber Pakhtunkhwa. The
sample of the study was 967 from 13 universities. Simple random and purposive
sampling technique were adopted for selection of sample. The present study used the
modified form of Authentic Leadership Questionnaire (ALQ) developed by
Walumbwa, Avolio, Gardener, Wernsing, & Peterson (2008), self- developed
questionnaire of teachers and interview protocol to collect data. Applying a
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convergent parallel mixed methods design containing two theoretical strands of data:
(i) quantitative from ‗The university leaders and teachers+ Pilot Study‘, comprising
questionnaires n=967 participants [484 male/483 female]; and (ii) qualitative from in-
depth interviews with n=30 of these participants [15 male/15 female]. The study
utilized the conceptual framework of Authentic Leadership Theory. Descriptive and
inferential statistics were used for analysis of gathered data using SPSS software
version 21. Percentage, Mean, Standard Deviation, independent sample t-test, one
way ANOVA, Pearson‘s rank correlation and thematic analysis were practically used
on the data. The findings show that the subjects have common shared preferences for
certain ALA that are worldwide and all-inclusive. It was found that the r value (.355)
which was significant at .000 showed a significant average level correlation in public,
r value (.519) which was significant at .000 showed a significant large correlation in
private sector and r value (.426) which was significant at .000 showed significant
medium level correlations between authentic leadership and organizational
development at university level. It was also found that there was significant difference
in the male and female ALA and its influence on OD.
Based on these findings, it is recommended that it may be well to conduct
research study on the authentic leadership at primary level, secondary level and
college level both at private and public sectors as these areas are in great need of
authentic leadership because these sectors suffered a lot due to unethical attitude of
the leaders. It is also recommended that all leaders and teachers must work in
disciplined ranks to repel evil. They must choose between good and evil, with their
consequences in the coming life. If they did well, they did well for themselves; if they
did evil, they did it against themselves. The researcher had adopted mixed methods
approach for the study. The attention of the future researchers is concentrated to
v
employ qualitative or quantitative approach. The study notes the significance of
personal growth for professional growth and argues that being true to oneself does
necessarily lead to authentic leadership development.
vi
DECLARATION
I, Said Saeed, declare that the PhD thesis titled ――Exploring authentic leadership in
relation to organizational development of public and private sector universities‖
is no more than 3357+ words in length, including quotes and exclusive of tables,
figures, appendices and references. This thesis contains no material that has been
submitted previously, in whole or in part, for the award of any other academic degree
or diploma. Except where otherwise indicated, this thesis is my own work. Really
speaking, it is a poesy of other men‘ flowers but the thread that binds them is my own.
Signature Dated 1st March, 2017
Said Saeed
vii
DEDICATION
This dissertation is dedicated ―Now and Forever‖ to:
My supervisor Professor Dr. Riasat Ali (AWKUM)-The great man, the real
educationist, the architect of morality, guardian of soul and real well-wishers of
learners; my spouse, and my daughter Syeda Laila Saeed who encouraged me to reach
the highest level of education possible throughout my life, and have been very
supportive, particularly during this PhD journey, for which I am greatly indebted and
my supportive brother who encouraged me to get PhD only for sake of knowledge.
viii
ACKNOWLEDGEMENTS
This journey of light was a great and mighty trial to me. My first thanks go to
Almighty Allah, Who is the Light of the heavens and the earth; The parable of His
Light, is as if there were a Niche (spiritual Light); And within it a Lamp (spiritual
Truth): the Lamp enclosed in Glass (transparent medium): the glass as it were a
Brilliant Star: lit from a blessed Tree, an Olive (consistency, purity and illuminating
quality), neither of the East (i.e. neither it gets sun-rays only in the morning) nor of
the West (nor it gets sun-rays only in the afternoon but it is exposed to the sun all day
long), whose oil would almost glow forth- of itself, though no fire touched it : Light
upon Light! Allah guides to His Light whom He will: Allah doth set forth parables for
mankind: and Allah doth know all things. The Originator of the heaven and the earth,
when He decrees a matter, He only says to it ―Be!”--- And it is. I pray to Allah
Almighty for His favor to me in completing this great work. It is Allah Who bestows
success, and guides to Straight Path.
My PhD endeavor is a long journey and has presented me with various
challenges from the commencement to its accomplishment. I am indebted to a number
of people who have provided me with guidance, support and encouragement
throughout this journey. I am especially grateful to my supervisor, Professor Dr.
Riasat Ali, for his talent and expertise in guiding and keeping me on target, providing
me with ongoing constructive feedback needed to improve each draft chapter of my
thesis, as well as challenging me to step outside of my comfort zone. Throughout the
period of his supervision, I have gained enormously from his knowledge, skills and
encouragement, particularly from the freedom of pace and thoughts he permits. Such
expert supervision has played a critical role in the completion of this study.
ix
I owe special thanks to Dr. Abdul Ghaffar and Dr. Amir Zaman for their
valuable feedback with regard to proposal development, construction of
questionnaires and interview format during the pilot stage. Without their sincere and
enthusiastic support and guidance, this study would not have been possible. Dr. Abdul
Ghaffar provided insightful feedback and perspective that enhanced my work as an
educational researcher. I wish to extend my sincere thanks to the Mr. Sajjad Hussain
(Lecturer University of Swat) for providing support throughout this doctoral study. I
express my deep appreciation to my family, particularly my spouse, and children for
their love, patience, understanding and support, for which I am grateful.
I absolutely, without a doubt, could not have completed this dissertation
without the sincere suggestions and motivation of Dr. Saqib Shahzad. He is really a
great man. I was also blessed to have a great cohort of friends to make my time at
Abdul Wali Khan University even more enjoyable. From my early morning to late
nights at Education Department, our time together in class made every penny worth
spending.
My appreciation is also extended to all experts who contributed their time and
thinking to this report in order to make it stronger. I also relieve them of any liability
for its weaknesses, for which I am fully responsible. Thanks to the all professors and
mentors whose ideas, questions, and refusals to answer my questions directly . . . kept
me searching. I owe thanks to many people who have saved me from error.
This dissertation makes a nice launching point for doing more research in the
future, confidently and optimistically, in a more skilful manner.
Thanks all.
x
List of Abbreviations and Acronyms
AA Authentic Actions
AAL Absolute Authentic Leader
AB Authentic Behaviour
ABP Abasyn University, Peshawar
AL Authentic Leader
ALA Authentic Leadership Attributes
ALS Authentic Leadership Style
ALs Authentic leadership
ALT Authentic Leadership Theory
AOB Achievement-Oriented Behavior
ATV Attention Through Vision
AWKUM Abdul Wali Khan University, Mardan
BKU Bacha Khan University, Charsadda
BP Balance Processing
BT Behavior Theory
CECOS University of Information Technology and Emerging
Sciences, Peshawar,
CF Conceptual Framework
CFA Confirmatory Factor Analysis
CMB Common Method Bias
CPD Continuous Professional Development
CPHD centroid plus hand rotation
CU City University of Science and Information Technology,
Peshawar
DB Directive Behavior
DSD Directorate of Staff Development
e.g. Exempli gratia = for example
EP Ethical Perspective
FALD Follower Authentic Leadership Development
FBTD Field-Based Teacher Development
FCT Fiedler Contingent Theory
xi
FLI Follower Leader Interaction
GCET Government College of Elementary Training.
GECE Government Elementary College of Education
GIK Ghulam Ishaq Khan Institute of Engineering Sciences &
Technology, Topi
GOP Government of Pakistan
GU Gandhara University, Peshawar
GOU Gomal University, D.I. Khan
HE Higher Education
HU Hazara University, Dodhial, Mansehra
i.e. id est = that is
IC Individualized Consideration
ICPDP Institute of Continuing Professional Development Punjab
ICU Islamia College University Peshawar
IER Institutes of Education and Research
II Idealized Influence
IM Inspirational Motivation
IMP Internalized Moral Perspective
IMS Institute of Management Science, Peshawar
INU Iqra National University, Peshawar
IOOCB Individual Oriented Organizational Citizenship Behavior
IR Internalized Regulation
IS Intellectual Stimulation
KKKU Khushal Khan Khattak University, Karak
KMU Khyber Medical University, Peshawar
KPAU Khyber Pakhtunkhwa Agricultural University, Peshawar
KUST Kohat University of Science and Technology, Kohat
LID Learning Innovative Department
M, Ed Masters of Education
MMR Mixed Methods Research
MTC Meaning Through Communication
NITE National Institute of Teacher Education
NU Northern University, Nowshera
OD Organizational Development
OOOCB Organizational Oriented Organizational Citizenship
Behavior
PB Participative Behavior
PD Professional Development
PDC Professional Development Center
PDI Professional Development Infrastructure
PDP Professional Development Programs
PDT Professional Development Trainings
PEC Positive Ethical Behavior
PGT Path goal Theory
PhD Doctor of Philosophy
Pp Pages
PPC Positive Psychological Capital
PPP Pursue Purpose with Passion
xii
PSU Public Sector Universities
PSV Practice Solid Values
PsyCap Psychological capital
PTEPDP Pakistan Teacher Education and Professional
Development Program
PrU Preston University Kohat
QU Qurtaba University of Science and Information
Technology, Peshawar
QUAL Qualitative
QUAN Quantitative
RQs Research Questions
RA Relational Authenticity
RT Relational Transparency
SA Self-Awareness
SB Supportive Behavior
DB Directive Behavior
SBBU Shaheed Benazir Bhutto University, Sheringal, Dir
SL Spiritual leadership
SR Self-Regulation
ST Situational Theory
SU Sarhad University of Science and Information
Technology, Peshawar
TF Theoretical Framework
TLT Transformational Leadership Theory
TPD Teacher Professional Development
TT Traits Theory
TTI Teacher Training Institution
TTP Trust Through Positioning
TDS The Development of Self
UET University of Engineering & Technology, Peshawar
UOH University of Haripur, Haripur
UOM University of Malakand, Chakdara, Dir, Malakand
xiii
UOP University of Peshawar, Peshawar
UOS University of Swabi
UOSWT University of Swat, Swat
UP Unbiased Processing
USTB University of Science & Technology, Bannu
WE work engagement
xiv
TABLE OF CONTENTS
S. No Contents P. No
Approval sheet i
Abstract ii-iv
Declaration v
Dedication vi
Acknowledgements vii- viii
List of Abbreviations and acronyms ix-xi
Chapter 1 INTRODUCTION
Introduction 1-6
1.1 Statement of the Problem 6
1.2 Objectives of the Study 7
1.3 Research Questions 7
1.4 Delimitation Of The Study 10
1.5 Rationale of the Study 10
1.6 Design Rationale 12
1.7 Significance of the Study 13
1.8 Theoretical Framework 14
xv
1.9 Conceptual Framework 15
1.10 Research Paradigm and Research Design 16
1.10.1 Population of the Study 17
1.10.2 Sample of the Study 17
1.10.3 Research Instruments 17
1.10.4 Data Collection
18
1.10.5 Data Analysis
18
1.11 Definition of Key Terms 18-20
Chapter 2 LITERATURE REVIEW
Introduction 21
2.1 Leadership 22
2.2 History of Leadership 22
2.3 Theories of Leadership 23
2.3.1 Leadership in the light of transactional theory 23
2.3.2 Transformational theory of leadership 24
2.4 Foundation of latest Leadership Theories 24
2.5 Concept distinction between Authentic and Transformational
Leadership
25
xvi
2.6 Authentic Leadership Theory 26
2.7 History and nature of Authenticity and AL 29
2.8 Authentic Leaders 34
2.9 Authentic Leadership 38
2.10 Authentic Leadership Models 38
2.10.1 Ilies, Morgeson and Nahrgang‘ Model 38
2.10.1.1 Self-awareness 38
2.10.1.2 Unbiased Processing 39
2.10.1.3 Relational Authenticity 39
2.10.1.4 Authentic Actions 39
2.10.2 Walumbwa, Avolio, Gardner, Wernsing and Peterson‘s Model 39
2.10.3 George‘s Model 40
2.10.4 Terry‘s Model 40
2.11 Components of Authentic Leadership 41
2.11.1 Authenticity 43
2.11.2 Self- awareness 46
2.11.3 Internalized Moral Perspective
47
2.11.4 Balanced Processing Information 50
xvii
2.11.5 Relational Transparency 51
2.11.6 Positive Psychological Capital 52
2.11.7 Leader-Followers Interactions 53
2.12 AL in the light of Empirical Studies 56
2.13 AL and Organizational Development 62
2.14 Organizational Development 62
2.15 Teacher Professional Development 65
2.15.1 Work Engagement 73
2.15.2 Professional Development Training 76
2.15.2.1 Contributions of Learning Innovation Division in Teacher
Training
78
2.15.2.2 Master Trainers-Faculty Professional Development Program 79
2.15.3 Job Satisfaction 79
2.15.4 Followers Leader Interactions 82
2.15.5 Followers AL Development 83-87
Chapter 3 RESEARCH METHODOLOGY
Introduction 88
3.1 Research Paradigm 90
3.2 Research Methods 92
xviii
3.2.1 Mixed Methods Research 92
3.3 Research Design 93
3.3.1 The Convergent Parallel Design 95
3.4 Research Procedure 95
3.5 Scale Development 97
3.6 Population of the Study 98
3.7 Sample of the Study 99
3.8 Data Collection 102
3.8.1 Study 1: Quantitative Study 102
3.8.2 Study 2: Qualitative Study 105
3.9 Validity 105
3.10 Pilot Study (Reliability) 106
3.11 Data Analysis 117
3.12 Ethical Considerations 117
Chapter 4 DATA ANALYSIS AND INTERPRETATIONS
Data analysis and interpretation 119-213
Chapter 5 SUMMARY, FINDINGS, CONCLUSION,
DISCUSSION AND RECOMMENDATIONS
5.1 Summary 214
xix
5.2 Findings of the Study 216
5.3 Discussion 222
5.4 Conclusions 226
5.5 Recommendations 229
5.6 Contributions of the Study 232
5.6.1 Theoretical Contribution 233
5.6.2 Methodological Contributions 233
5.6.3 Practical Implications 235
5.7 Limitations of the study 237
5.8 Direction for Future Research 239
References 243-267
Appendix-A 268
Appendix-B 272
Appendix-C 276
Appendix –D 279
Appendix-E 282
Appendix-F 283
Appendix-G 284
xx
Appendix-H 285
Appendix-I 286
Charts
Figures
Tables
xxi
List of Tables
S. No Contents P. No
3.1 Adopted from Gay and Mills (2011) 101
3.2 Overall and item-wise reliability of leader questionnaire on pilot
study
107
3.3 Overall and item-wise reliability of leader questionnaire after pilot
study
109
3.4 Overall and item-wise reliability of teacher questionnaire on pilot
study
111
3.5 Overall and item-wise reliability of teacher questionnaire after
pilot study
113
3.6 Cronbach‘s Alpha of constructs of authentic leadership
organizational development
114
4.1A Figure 4.1:- Source: Scale description Ghazi and Gillani (2011);
Hussain, Saeed, Ahmad and Khan (2015)
119
4.1 Self-Awareness among university leaders 120
4.2 Relational Transparency among university leaders
121
4.3 Balance Processing of Information among university leaders and
followers
122
4.4 Ethical perspective among university leaders 123
4.5 Positive psychological capital among university leaders 124
4.6 Work engagement among university teachers 125
4.7 Job satisfaction among university followers/teachers 126
4.8 Professional development trainings at university level 127
4.9 Leader follower interaction at university level 128
xxii
4.10 Followers‘ authentic leadership development at university level 129
4.11 Gender-wise comparison of authentic leadership attributes 130
4.12 Marital status comparison of authentic leadership attributes 131
4.13 Sector-wise comparison of authentic leadership attribute 132
4.14 Employment status-wise comparison of authentic leadership
attributes
134
4.15 Age-wise comparison of authentic leadership attributes presenting
the results from one-way between-groups ANOVA with post-hoc
tests
136
4.16 Experience-wise comparison of authentic leadership attributes 139
4.17 Gender-wise comparison of teacher professional development 141
4.18 Marital status comparison of teacher professional development 143
4.19 Sector-wise comparison of teacher professional development 144
4.20 Employment status-wise comparison of teacher professional
development
146
4.21 Age-wise comparison of teacher professional development
148
4.22 Experience-wise comparison of teacher professional development
presenting the results from one-way between-groups ANOVA
with post-hoc tests
151
4.23 Pearson Product Moment Correlations among the components of
authentic leadership attributes
154
4.24 Pearson Product Moment Correlations among the components of
organizational development
156
4.25 Pearson Product Moment Correlations between self-awareness and 158
xxiii
the components of organizational development
4.26 Pearson Product Moment Correlations between relational
transparency and the components of organizational development
159
4.27 Pearson Product Moment Correlations between balance processing
and the components of organizational development
160
4.28 Pearson Product Moment Correlations between ethical perspective
and the components of organizational development
161
4.29 Pearson Product Moment Correlations between positive
psychological capital and the components of organizational
development
162
4.30 Pearson Product Moment Correlations between authentic
leadership attributes and organizational development- teacher
professional development
163
4.31 Sector-wise correlation between authentic leadership attributes and
organizational development (teacher professional development) in
public and private sectors
164
4.32 Interviewees‘ attributes 166
4.33 Power of argument reliant on the quantity of means 171
4.34 Determining factors relating authentic leadership 172
xxiv
LIST OF FIGURES
S. No Contents P. No
1.1 Theoretical Framework 15
2.1 Bass &Avolio (2000) Transactional model 23
2.2 Ilies, Morgeson & Nahrgang model (2005) 38
2.3 Walumbwa, Avolio, Gardner, Wernsing & Peterson‘s model
(2008) 39
2.4 Terry's Action Wheel for AL 41
2.5 Multiple ethical perspective approach to guiding ethical leadership
(Adapted from Shapiro & Stefkovich, 2005).
50
2.6 Bakker, Hakanen, Demerouti and Xanthopoulou, (2007, p. 313) 74
2.7 The relationship between AL work practices (ALWP) and work
engagement
76
3.1 Methodological process of research 89
3.2 Four categories for developing a research study (Source: adapted
from Creswell & Plano Clark, 2013, p. 68)
91
3.3
Mixed method research 94
3.4 Convergent Designs SOURCE: Adapted from Creswell 2015) 95
3.5
HEC Source (hec.gov.pk) Population of the study (Human
resources)
99
3.6
Sample of the study (Human resources) 100
3.7 Scree Plot of the research tool for leaders: Source- SPSS version
21
115
3.8 Scree Plot of the research tool for teachers: Source- SPSS version
20
116
xxv
4.1 Scale description Ghazi and Gillani (2011); Laron (2014) 117
4.2 Thematic mapping 199-205
xxvi
List of Charts
S. No Contents P. No
4.1 Sample distribution by education level 167
4.2 Sample distribution by Length of Service 167
4.3 Sample distribution by sector in the university 168
4.4 Gender-wise Sample distribution in the university 168
4.5 Sample distribution by employment status in the university 169
4.6 Age-Wise Sample distribution in the university 169
4.7 Sample distribution by marital status in the university 170
4.8 Major themes emerging in percentage of coded references 171
4.9 Authentic leadership in VCs/Deans 173
4.10 Authentic leadership in HODs 174
4.11
Authentic leadership in HEC approved supervisors 175
4.12 Authentic leadership in Aps 176
4.13 Authentic leadership in Lecturers 177
Chapter 1
INTRODUCTION
The thesis is organized into five chapters. Besides following the format of a typical
research study, the chapters are arranged systematically and logically in the order of
information progression. This chapter outlines the background of this thesis, provides
a statement of problem, objectives, research questions, delimitation, rationale, and
significance of the study; theoretical and conceptual framework, research design and
methodology; population and sample of the study; data collection and data analysis
tools of this study. A description of the features and limits of the key terms has been
given for cavernous comprehension of the concerned study.
The world is rapidly changing and transforming. Quickly changing educational
contexts demand adroit leadership retorts (Kedian, Giles, Morrison & Fletcher, 2016).
Everything needs refinement and takes a new shape. Similarly, leadership requires
fine-tuning and is taking the form of authentic leadership (Shokooh, Pourkiani,
Moghadam, & Madadi, 2015). Authentic leadership is self-awareness, relational
transparency, balanced processing and ethical perspective (Walumbwa, Avolio,
Gardner, Wensing, & Peterson, 2008), knowledge capital, two way learning and
integrity (Avolio & Gardner, 2005), true self (Ridley, 2012) and idealized influence
(Wilson, 2014); is more follower-centered in comparison to most of the recognized
leadership models that come into view more leader- centered (Luthans, Youssef &
Avolio, 2007). The organizations of present time require authentic leaders (Avolio,
Luthans, & Walumbwa, 2004) to build up authentic leadership (ALs) in their
followers (Ilies, Morgeson, & Nahrgang, 2005) for constructive and optimistic
decision-making behaviors (Luthans & Youssef, 2004) which comes to an end in
encouraging administrative outcomes such as follower leader interactions, work
engagement, follower authentic leadership development, citizenship behavior and job
2
satisfaction. Authentic leadership is a way of learning about self, understanding of
self and thoughtfulness to other positioning and a methodological cleverness that
proceeds to the interaction of management actions (Warszewska-Makuch et al.,
2015).
Authentic leader is always cognizant of his natural abilities, recognizes his/her
shortcomings and works hard to overcome loopholes (Hassan & Ahmed, 2011).
He/she is dedicated to develop himself/herself because he is aware that for the
individual development of a person, a rich experience is necessary. He /she is
believed by others as the epitome of integrity and morality; and a harbinger of ethical
purpose (Yang, 2014). He /she establishes direct relationship with followers for
bringing improvement in organizational structure and its values. Authentic leadership
is reciprocal phenomenon because authentic leaders produce authenticity in
prospective leaders and then they become authentic leaders to run the system (Zhang,
Everett, Elkin, & Cone, 2012).
Organizational development means to maintain the survival of organization,
strengthen the knowledge, skills and competence of followers and manage human
resources regarding organizational behavior, which is enhancing organizational
effectiveness, improving job satisfaction and enhancing organizational commitment
for the achievement of organizational goals (Jung, 2011), managing conflict and
communication in groups and improving individual habits, abilities and education for
the organizational development (Eum, 2011). Organizational performance is
measured by organizational effectiveness which is satisfaction, fulfilment of needs,
positive emotional gratification achieved by personal outlooks, standards and
philosophies (Hong, 2011). Organizational affection, inclination and preference for
the continuation of working in the existing organization by showing strong devotion
3
to obtain predetermined objectives is called organizational commitment (Lee & Jung,
2013). Such organizational effectiveness guarantees organizational performance-
readiness, enthusiasm, struggle, and mutual harmony between leader and followers,
and this is called organizational management. The improvement of organizational
performance and effectiveness needs authentic leadership as it is considered a sign of
goodwill in followers which makes strong psychological capital and self-development
of them which in return promotes job satisfaction and organizational commitment
(Lee & Choi, 2010). Eum (2011) argues that organizational communication is a
contact between leader and followers at various levels for attaining organizational
goals. It is a means of fulfilling the requirements of individuals, and sustainable
development is brought by smooth organizational communication. Followers‘
emotional and intellectual satisfaction due to organizational communication positively
affect follower leader interaction, follower authentic leadership development, work
engagement, job satisfaction and organizational commitment. Balanced and
harmonized communication link is the need of the hour for the improvement of
performance and emotional satisfaction (Alinezhad, Abbasian, & Behrangi, 2015).
Larson and Luthans (2006) studies that psychological capital seems an individual
attempt but it improves the physical, emotional and mental health of individuals as
well as group performance. It assimilates four individual proficiencies hopefulness
and expectation; confidence and sanguinity; positivity and effectiveness; and power
and intensity. These optimistic psychological traits have shown to directly influence
the professional gratification and administrative obligation, in relationship to the
attitude and behavior of organizational members and their energies are used for
securing organization competitiveness (Hwang & Lee, 2015).
4
Authentic leadership (ALs) is the outcome of the refinement of notions
relating to leadership and appeared as a thought-provoking management model.
Scholars like (Gardner, Avolio & Walumbwa, 2005) were of the opinion that ALs is
the combination of high intellectual abilities and administrative commitment which
become the means of creating the fundamental constituents of authentic leadership.
Authentic leadership theory (ALT) which provides base, is in embryonic stage and
needs the due concentration of the researchers to know how to bring the spirit of fair
dealings in all kind of managerial matters (Zhang, Everett, Elkin, & Cone, 2012).
Authentic leaders having relational transparency, idealized influence, ethical
perspective, knowledge generation, self-awareness, balanced processing information,
openness and fairness, integrity, objectivity, trust, honesty, leader-follower
interaction, follower-centric in place of leader-centric attitude, collaborative and
collective learning, truthfulness, kind attitude, generosity, and true self are the
attributes which bring development in organization for the achievement of
organizational outcomes through human resources and to help them lead and also that
they can model its use for others. Authentic leadership causes organizations to collect,
manipulate, observe, and report innovative and diverse kinds of organizational
achievement and growth data; leaders will have to be adroit and proficient in doing
this (Gardner, Avolio & Walumbwa, 2005).
In the present time, our world is confronting with lurking challenges and it has
affected the appropriateness and applicability of already established theories of
leadership which are open to question (Avolio & Walumbwa, 2014). Therefore, it is
the time to comply with such models of leadership that would be convenient to face
the challenges of the present day organizations and show its credibility and relevancy
to the future. Research efforts must be redirected for the understanding of leadership
5
performance and it is believed that leader-follower interactions are better than the
leadership conferred upon a single person (Walumbwa, Avolio, Gardner, Wensing, &
Peterson, 2008). The knowledge of the particular theories and concepts of the leader-
follower interactions is imperative for understanding the outlook, prospects and
responses of leaders and followers, which are significant components for the
development of organization. Two-way learning and generation of knowledge are the
best dynamics of authentic leadership and really speaking that is a brawny base for
building improvement, strong conviction and integrity (Avolio, 2010). Gardner,
Avolio and Walumbwa (2005) describe in the present scenario, there is need of proper
direction, guidance and new meanings for the co-workers in organization and they
themselves look for those who could co-operate and help them in a better way in the
light of good values and ethical standards. The followers are in need of those
personalities who have strong base of philosophical knowledge and who have
authentic attributes to help them as well as outgrow their philosophical foundations
(Novicevic, Harvey, Buckley, Brown, & Evans, 2006). The organizations of present
time require authentic leaders to build up authentic leadership in their followers for
constructive and optimistic decision-making behaviors which comes to an end in
encouraging administrative results and more. Additionally, it is clear that authentic
leadership must meet certain expectations of the followers that are authentic if they
want the status of authentic leadership. Further, it is made by these views of the
researchers that authentic leadership is subjective in nature and its evaluation needs
understanding of the co-workers (Morris, 2014).
The educational institutions are also a type of organizations. There is no
question that much is expected from our educational institutions in terms of
generating future citizens, workforces, teachers and leaders. To that end, universities
6
are likely to affect leaders‘ authenticity, and teachers‘ professional development.
University authentic leadership guide followers how to live in society transparently,
train them for the various professions, augment work engagements, bring pedagogical
development, improve classroom management strategies, create job satisfaction,
develop followers authentic leadership, establish and strengthen leader –follower
interactions. University teachers expand the awareness, widen the idea, inspire
academic impartiality, and ripen unbiased decisions-making; enable followers to
cultivate for clear thinking, fit them to hold any post and teach them their duties to
others members of organization.
1.1 STATEMENT OF THE PROBLEM
The new millennium in Pakistan, is shocking and dismal for many people due
to the unethical practices in all walks of life. The society is feeling thirst for a new
brand of leaders who epitomize an understanding and cognizance of aim and show
loyalty to beliefs and ethics (Ahmed, Shad, Mumtaz, & Tanveer, 2012). George
(2004) suggested that people require leaders who are the symbols of principles and
straightforwardness; and who are the nice agents of the heritage left by their
forerunners. All around us, the ideas, signals and symbols are understood that
organizational leaders must meet the truth of decreasing optimism, poise, hopefulness,
confidence and self- assurance in themselves and in their members (Sparrowe, 2005).
The main objective of this study is to investigate the attributes of authentic
leadership and its relationship with teachers‘ professional development at university
level. The previous research works have shown that authenticity and authentic
leadership have positive influences on the performance of the human resources,
particularly on the professional development of teachers. Integrity, honesty, veracity,
truthfulness, candidness, fear of God, leader-follower interactions, effective
7
communication skills, knowledge and love for humanity are the authentic leadership
attributes which play crucial importance in teachers‘ professional development and in
making future leaders.
1.2 OBJECTIVES OF THE STUDY
The objectives of the study were;
1) To investigate authentic leadership attributes of educational leaders at
university level
2) To investigate the existing status of organizational development at university
level
3) To compare authentic leadership attributes of educational leaders in public and
private sector universities
4) To compare organizational development in public and private sector
universities
5) To measure relationship between authentic leadership attributes and
organizational development in public and private sector universities
6) To explore the process of transforming leaders into authentic leaders at
university level?
1.3 RESEARCH QUESTIONS
The succeeding research questions were framed to meet the objectives of this
study;
1. What is self-awareness as an authentic leadership attribute of educational
leaders at university level?
2. What is relational transparency as an authentic leadership attribute of
educational leaders at university level?
8
3. What is balance processing of information as an authentic leadership attribute
of educational leaders at university level?
4. What is ethical perspective as an authentic leadership attribute of educational
leaders at university level?
5. What is positive psychological capital as an authentic leadership attribute of
educational leaders at university level?
6. What is the existing status of work engagement as organizational development
at university level?
7. What is the existing status of job satisfaction as organizational development at
university level?
8. What is the existing status of professional development training as
organizational development at university level?
9. What is the existing status of leader follower interaction as organizational
development at university level?
10. What is the existing status of follower authentic leadership development as
organizational development at university level?
11. Is there gender difference in authentic leadership attributes of educational
leaders at university level?
12. Is there marital difference in authentic leadership attributes of educational
leaders at university level?
13. Is there sector difference in authentic leadership attributes of educational
leaders at university level?
14. Is there position difference in authentic leadership attributes of educational
leaders at university level?
9
15. Is there age difference in authentic leadership attributes of educational leaders
at university level?
16. Is there experience difference in authentic leadership attributes of educational
leaders at university level?
17. Is there gender difference in organizational development at university level?
18. Is there marital difference in organizational development at university level?
19. Is there sector difference in organizational development at university level?
20. Is there position difference in organizational development at university level?
21. Is there age difference in organizational development at university level?
22. Is there experience difference in organizational development at university
level?
23. Is there a relationship among the constructs of authentic leadership attributes?
24. Is there a relationship among the constructs of organizational development
(teacher professional development)?
25. Is there a relationship between self-awareness and the constructs of
organizational development (teacher professional development)?
26. Is there a relationship between relational transparency and the constructs of
organizational development (teacher professional development)?
27. Is there a relationship between balanced processing and the constructs of
organizational development (teacher professional development)?
28. Is there a relationship between ethical perspective and the constructs of
organizational development (teacher professional development)?
29. Is there a relationship between positive psychological capital and the
constructs of organizational development (teacher professional development)?
10
30. Is there a relationship between authentic leadership attributes and
organizational development in public and private sector universities?
31. Is there a relationship between authentic leadership attributes and
organizational development (teacher professional development)?
32. How leaders transform into authentic leaders at university level?
11
1.4 DELIMITATIONS OF THE STUDY
The researcher was facing some fiscal difficulties as well as time hitches,
therefore, this study was delineated to;
I. Thirteen (13) public and private sector universities in Khyber Pakhtunkhwa.
II. Vice Chancellors/Deans, Heads of departments, HEC approved supervisors in
thirteen (13) public and private sector universities in Khyber Pakhtunkhwa.
III. Assistant professors and lecturers in thirteen (13) public and private sector
universities in Khyber Pakhtunkhwa.
1.5 RATIONALE OF THE STUDY
The origin of this study stems largely from my own doubts about the methods,
my colleagues and I had used in the past while practicing leadership and developing
leaders in institutions. Though the feedback from followers was that they were happy
with the strategies, approaches, styles and programs, my sense was that somehow,
what we were delivering was not what they really needed. It seemed that the nature of
the challenges are briskly changing; however, the methods are staying the same.
The world is abundant in instances of weakening confidence in the
management system of government these days. Everyone is looking for leadership
that can restore confidence and trust within organization through leadership practices
for the development of organization (Avolio, Luthans, & Walumbwa, 2004).
Universities, are actually the front position of nurturing and educating the upcoming
generation. They are in dearth of reconstructing and rejuvenating optimism, renewing
sanguinity, and revitalizing good deeds of the followers. It is becoming very difficult
for academic organizations, in these unavoidable circumstances, to go ahead with
their targets as authentic leadership has its root in optimistic management and is
appearing having all the qualities of good leadership like SA(self-awareness),
12
RT(relational transparency), EP (ethical perspective), BP (balanced processing) and
PPC (positive psychological capital) that can completely handle the requirements of
leaders in educational institutions, particularly in universities (Walumbwa, Avolio,
Gardner, Wensing, & Peterson, 2008).
There is a need of authentic leadership in academic organizations to improve
the efficiency of the workforce to achieve the best outcomes for the organizational
advancement (George, Mayer, McLean, & Sims, 2007) and it is gaining fame in
organizations throughout the world and is considered the best remedy against
malpractices and ethical perspective was regarded an integrated part for producing
better results. It is believed that when there is strong co-ordination between words and
deeds in connection with ethical perspective, supreme degree of genuineness is
achieved (Avolio, Luthans, & Walumbwa, 2004). As George (2004) presents
arguments that authentic leader must be the reflection of his/herself and be authentic
in each respect. Although authentic leadership has experienced many definitions
during the last decade, the one which is best considered is a shape of action of a leader
that catch the eye and improves positive psychological capital and ethical perspective,
to nurture greater self-awareness, balance processing and relational transparency for
the smooth running of the organization and authentic leadership development of the
co-workers (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008).
Researcher studied the book ―Farooq-e-Azam‖. He found that he was the real
king of justice, the symbol of honesty, optimism, confidence, self-awareness, moral
uprightness, relational transparency, authenticity, balanced processing information,
resilience and others leadership qualities (Al-Azhari, Nizami, & Shauq, 2014). That
book is the rationale of this study.
13
Degeneration and decline in moral leadership that led to the mounting mistrust
and cynicism in organizations and rising malpractices among leaders throughout the
global community and particularly in our setting is alarming. New form of leadership
was introduced and was named as authentic leadership, adopting the slogan of the
Bard of Avon that be true to yourself (Algera & Lips-wiersma, 2012). These are the
reasons that the researcher select the topic for research.
1.6 DESIGN RATIONALE
As it is understood that the proper combination of quantitative and qualitative
methodology is mixed methods research. I adopted this approach to completely get
the know-how of the understudy topic, as it is considered an eclectic approach
(Creswell & Plano Clark, 2013). According to my point of view, it was the best
approach in comparison to quantitative or qualitative approach, to tackle the topic
single-handedly, therefore, it was regarded the most suitable approach for this study.
There was found scarcity of research in the area of authentic leadership through
mixed method, particularly, in academic organizations (George, Mayer, McLean, &
Sims, 2007). The other reason was that authentic leadership is a new area and
understanding of the fundamental components of it and its linking with the
development of organization was the prime purpose of this study as presented by
(Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008).
The philosophy behind the topic is the selection of worldview. The worldview
chosen for this research work was pragmatism as it is also a synergetic approach to
get the best of all for the achievement of targets within organization. For dealing with
certain type of research questions (RQs), quantitative approach was adopted while for
some, qualitative approach was used (Biesta, 2010). But for this study the best
approach was the employment of both in a single study
14
1.7 SIGNIFICANCE OF THE STUDY
Significance of the study is multi-faceted. The study may be significant in
describing and exploring authentic leadership, organizational development (teachers‘
professional development) for the first time at university level. It may be further
significant for policy makers to promote authentic leadership attributes which is the
crying need of the hour. It may also be significant for researchers to undertake and
disseminate research for the provision of expert advices and comments on
government policies and projects for the adoption of authentic leadership attributes in
order to secure organizations and the whole society from malpractices; and to treat the
cancer of corruption. It may also be significant for instructors, analysts, bureaucrats,
fathers and mothers; and learners to get guidance for the better performance in the
light of authentic leadership attributes. Leaders need to know what kinds of attributes
are necessary for authentic leaders to develop followers authentically. Teachers want
to know what kind of materials, strategies, and activities best help learners‘ learning.
Psychoanalysts desire to see matters and hitches which hold back learners from
getting knowledge and give assistance to them in handling properly these glitches.
Bureaucrats aspire to make available an atmosphere for productive learning and
authentic development of followers. Parents crave for aiding their kids to improve
them in balanced development as leaders. Learners look for to pick up whatever the
best. Followers yearn to know how to interact with leaders to learn as much as they
can. The study may likely to show right path to national curriculum makers to include
authentic leadership attributes in course that brands the program more in effect,
interesting and good-looking for leaders, followers and leader-follower. The study
may also beneficial for the future university leaders, instructive wing, and for
researchers yet to come, to get information and guidance from this study in the
15
domain of authentic leadership (ALs). The study may be a rich contribution to the
domain of literature itself as a beacon light for the future researchers. It may augment
leaders, followers and leader-followers‘ acuity for ALs and appraise the features that
are valuable in transforming their outlooks and kindle followers and leader-followers,
in the long run, that may bring betterment with their positive performance. Lastly,
academic organizations may be able to produce authentic leaders, who sacrifice their
energies for the welfare of the country.
1.8 THEORETICAL FRAMEWORK
Theoretical framework is the other name of worldview and give guidance on
the path, facts are thought-out and data taken to mean (Mackenzie & Knipe, 2006).
Creswell and Clark (2013) contend that theoretical framework is a basic belief
system, world view, philosophical assumptions, knowledge claims, research
philosophy, models (Silverman, 2011), a basic set of beliefs that guide the action and
a way of looking at the world with certain philosophical stances that direct thinking or
epistemology that provides guidance to the researcher, identifies the fundamental
basics used to construct and conduct a research study, guides the selection of the
tools, participants, and methods used in the investigation (Mertens 2010).
Epistemology is a theory of knowledge deep-rooted in theoretical perspective that
informs the research as either objectivism or subjectivism. Research design is driven
by the nature of epistemology (Crotty, 1998; Octlund, Kidd, Wengstrom, & Rowa-
Dewar, 2011). Pragmatist paradigm was adopted as it is the latest philosophical base
for some mixed methods (Mertens, 2010). Theoretical framework of the study
follows:
16
Figure 1.1 (Theoretical framework)
1.9 CONCEPTUAL FRAMEWORK
To provide the best foundation for exploring authentic leadership in relation
to organizational development in public and private sector universities, the researcher
undertook thesis to establish an improved Conceptual Framework. The components of
authentic leadership attributes forms the base of Conceptual Framework, with other
aspects of the framework flowing from it.
Authentic leadership theory is the base of this research work which deals with
five components- relational transparency, balanced processing information, ethical
perspective and self-awareness (Walumbwa, Avolio, Gardner, Wensing, & Peterson,
2008) and positive psychological capital (Rego et al., 2013).
Authentic leadership has been explored in political organizations and business
organizations in relation to different things. In education, a small research work on
ALs
OD
Teacher
Professional
development
Self-Awareness
Relational transparency
Balanced processing
Ethical perspective
Org. Prof. Development
Org. effectiveness
Org. behavior
Org. communication
Org. psycho. Capital
Positive Psychological
Follower leader
interaction
Job satisfaction
Work
engagement
Professional
dev: training
Followers AL
development
17
authentic leadership has been found. The gap was found that at university level, no
research work in the domain of authentic leadership has been done so for in our
setting. Therefore, the researcher took authentic leadership in relation to development
in organizations of the public and private sector universities as a research topic. In the
countless dimensions of organizational development, only teachers‘ professional
development was taken to be explored. Then, among the numerous sub domains of
teachers‘ professional development, five sub domains- work engagement (WE), job
satisfaction (JS), professional development training (PDT), followers-leader
interaction (FLI) and followers‘ authentic leadership development (FALD) were taken
for the research work.
1.10 RESEARCH PARADIGM AND RESEARCH DESIGN
The study was mixed method research in nature. It is the blend of numerical
and non-numerical methodologies in one study (Creswell, 2015). It is synergism as
the combined action of both quantitative and qualitative methods exceeds the sum of
their individual actions (Creswell & Clark, 2013). It is the most comprehensive
approach to research because it requires expertise in employing both type of methods
in one time (Mertens, 2010). Concurrent triangulation design (Convergent Parallel
design) was used. Paradigm of the study is pragmatism which posits that problem is
more important than the method. Method is a systematic modes, procedures or tools
used for collection of data and analysis. Questionnaires and in-depth interviews were
used to collect data; descriptive, inferential statistics and thematic approach were used
for analysis of data.
18
1.10.1 Population of the study
The population of the study was all VCs/ Deans, HEC approved supervisors,
heads of departments (HODs), and teaching faculty of public and private sector
universities of Khyber Pakhtunkhwa leading and teaching at different levels. The
human resources population of the study is presented. HEC website was visited for
the identification of the available population in twenty nine (29) public and private
sector universities of Khyber Pakhtunkhwa. Twnenty nine (29) vice chancellors / (58)
Deans, four hundred and theirty two (432) HODs, seven hundred and seventy two
(772) HEC approved supervisors; and five thousand, seven hundred and forty two
(5742) assistant professors and lecturers comprised the population of the study.
1.10.2 Sample of the study
Probability and non-probability sampling techniques were used for selection
of sample. Simple random sampling techniques were adapted for selection of sample
to get quantitative data. Purposive sampling techniques were adopted for selection of
leaders and teachers for interviews to gain qualitative data. The human resources
sample comprised twelve (12 with 40%) vice chancellors/ Deans, one hundred and
ninety five (195 with 45%) HODs, three hundred and fifty (350 with 45%) HEC
supervisors and four hundred and ten (410 with 8%) assistant professors and lecturers.
Total sample of the study was nine hundred and sixty seven (967) from nine (9)
public and four (04) private sector universities (45%) of Khyber Pakhtunkhwa (Gay &
Mills, 2011).
1.10.3 Research instruments
Questionnaires and in-depth interviews were used as research instruments to
collect data from the concerned participants and informants.
19
1.10.4 Data collection
Research tools were employed to gain quantitative data from the VCs, HODs,
HEC approved supervisors, assistant professors and lecturers; and in-depth interviews
were used to gather qualitative data from leaders.
1.10.5 Data analysis
Mean, standard deviation, one way ANOVA, independent sample t-test,
Pearson correlation and thematic analysis (Clarke & Braun, 2014) were used for
analysis of the gained data.
1.11 DEFINITION OF KEY TERMS
Authentic Leadership: Authentic leadership in organisations is thus refer to a
practice which is focusing on positive psychological capital, nurturing self-
awareness, encouraging self-development, enriching ethical perspective,
augmenting balanced processing of information, and establishing relational
transparency on the part of leaders working with followers (Walumbwa,
Avolio, Gardner, Wensing, & Peterson, 2008).
Authenticity: The concept of authenticity was first established in ancient Greece.
Authenticity is defined as the attribute of a person who is true, reliable, and
unpretentious; and free from double standards (Liu, Cutcher & Grant, 2015).
Balanced processing of information: The sharing of information by detached
approach to see the different aspects before making a judgment by the high
authorities.
Concurrent timing: It means equal preference to both quantitative and qualitative
data.
Internalized moral perspective: It is an inner and unified practice of guideline of
the self, directed by intrinsic ethics and principles for making fruitful
20
judgment with the help of these morals (Hester & Killian, 2011). It is a robust
sense of right and wrong, irrespective of what others consider, is internalized
moral perspective (Avolio & Gardner, 2005; Gardner, Avolio, & Walumbwa,
2005).
Logical thinking: The judicious combination of material in the light of the
fundamental guidelines of grammatical structure in social sciences to launch
that certain notions are factual in social science.
Relational transparency: It means clarity and precision in relations. It is the display
of self-truth to develop the confidence of co-workers by free distribution of
facts and figures and controlling of irrelevant sentimentalism (Vogelgesang,
Leroy, & Avolio, 2013).
Self-awareness: a person who is cognizant of himself/herself and know the influences
of his/her attitude on others (Walumbwa, Avolio, Gardner, Wensing, &
Peterson, 2008). The best safeguard against stupid mistakes is self-awareness
(Hyatt, 2016).
Organizational development: It is the study of successful organizational change and
performance. Here it means universities for the improvement of human
resources.
Teacher professional development: It is the requirement for all teachers to enhance
or make better their teaching or classroom environment.
Work engagement: It is the harnessing of organization member‘s selves to their work
roles
Job satisfaction: It is a measure of workers contentedness with their job, whether or
not they like the job or individual aspects of jobs
21
Professional development training: It make a blue print for personal and team
success with leadership and professional.
Follower leader interaction: The positive interaction between leader and followers
enhance the organizational performance.
Follower authentic leadership development: It is people development concept. The
leader tries to transform followers into authentic leaders by adopting authentic
attributes.
Our society has been facing the problem of corruption since its inception. The
topic was selected only to meet the lurking challenge of the time. The objectives were
formulated and research questions were designed for the study. Relevant literature
was reviewed. The components of authentic leadership were looked for. Theoretical
and conceptual framework, paradigm and research design were sort out. Rationale and
significance of the study were given. Population and sample were targeted. Authentic
leadership is arising as a new phenomenon in management circle and is regarded as an
elixir for the cancer of malpractices. The present day academic organizations are in
intense need of authentic leadership. It is admitted on all hands that authentic
leadership is timeless and climeless.
22
Chapter
2
LITERATURE REVIEW
This chapter consists of prior research and theories about the authentic leadership, its
components, organizational development and its parameters. Facts and figures offered
in this study, establish the foundation for the experiential and realistic data, on the
basis of which analysis was made.
The researcher looked for different resources and latest literature to get more
accurate and authentic information about the topic. To get full comprehension of the
concerned area, understanding of major terminologies like leadership, authentic
leadership, self-awareness, balance processing, internalized moral perspective,
relational transparency, positive psychological capital, authenticity, organizational
development, teacher professional development, work engagement, job satisfaction,
professional development training, leader-followers interactions and followers
authentic leadership development is necessary. The researcher visited the Korean,
Israeli, USAians, Australian studies and many other means and cites i.e. journals,
relevant theses and eBooks; particularly, Hindawi, Taylor & Francis, HEC repository,
Google Scholar and Research Gate for literature review.
Investigated studies put forward that authentic leadership is significantly
related to organizational development (Hwang & Lee, 2015). Gardner, Cogliser,
Davis, and Dickens (2011) and Walumbwa, Avolio, Gardner, Wensing, and Peterson
(2008) coined knowing of the self and self-awareness as central constituents of
authentic leadership. Pennington (2015) emphasized that followers improve more
self-awareness as their authentic leadership attributes progress. High authentic leaders
are, as a result, competent to appropriately transform their actions for attaining the
preferred organizational goals through authentic leadership.
23
24
2.1 LEADERSHIP
Etymologically, the terminologies “leading” and “leadership” stems from an
old English word “lithan” which means “go”. The word “lead” originates from
Anglo-Saxon word signifying a way, a course, knowledge of next steps, thus,
leadership implies delineating guidelines and taking a certain path of action. The
notion is tough to define, it is ―a people-centered skill essential in almost every
situation in which two or more people have the intention to deliver a specific task‖
(Kluska-Nowicka, 2015, p. 19). Leadership has been defined as a process of
influencing people for a long time (Block, 2014). In the most modern notions,
leadership is kept as a communication process by which the objectives of the
organization are being realized. In this context, the success of a leader is tantamount
to the work of the whole team for the worth of the organization (Smythe, 2011).
Leadership is the aptitude of influencing, motivating, and enabling followers
to put share in the achievement of targets and do something for the welfare of the
workers. It is the ability of inspiring, motivating, and empowering workforce to
donate some of their energies for the development of the societies within
organization. Authentic leaderships is imperative for achievement of targets within
organization. It has been regarded as an attribute, a set of behavior or as a manner of
influence, and is the talent to bring into shape the balanced and overall development
of the co-workers. It is the aptitude of persuasion of others to right path, and
demonstration of truthfulness (Laschinger, Wong, & Grau, 2013).
2.2 HISTORY OF LEADERSHIP
From time immemorial, people have been inquisitive about the role of persons
in determining the groups‘ victory and catastrophe. Homer described the overuse of
leadership talents and blunders by the presentation of different characters such as
25
lawful power fairness; miscalculation: revenge, decision-making power; poor
judgment astuteness, heroism; chicken-heartedness; some leaders were authoritative
and some were the mirror of morality for admirers (Bass & Bass, 2008).
The modern age advocated leadership with new techniques. The research of
20th
century showed observational proof of leadership existence and its significance.
Leaders were shown special roles in society and were awarded special authority and
exceptional tributes by followers. Intellectuals have a tendency to understanding of
two equally patronizing opinions about inborn qualities and acquired attributes of
persons to appear as leaders. The ‗great man‘ theory embodies the outlook of traits of
leaders while others believe in dynamism of leaders (Bass & Bass, 2008). Both
theories are complementing.
2.3 THEORIES OF LEADERSHIP
Great man and trait-based theories, behavioral theories, situational theories of
leadership, contingent theory, path-goal theory, directive leadership theory,
participative leadership theory, loose-tight leadership theory, transactional and
transformational theories are the foundational theories of leadership (Yukl, 2013;
Bass & Bass, 2008).
2.3.1 Leadership in the light of transactional theory
Figure 2.1 Source: Bass & Bass (2008) Transactional model
Management by Exception’
(Passive)
Management by Exception’ (Active)
Contingent Reward
26
Bass and Bass (2008) posit that transactional leadership is the amalgamation
of contingent reward- a belief that good performers must be given prizes and poor
performers must be ignored, ‗management by exception‘ (passive) - the leader poke
his nose in time of intense need and ‗management by exception‘ (active) - when the
leader is whistle blower for making correction.
2.3.2 Transformational theory of leadership
Transformational leadership is the mixture of idealized influence - role model,
inspirational motivation- preparation of followers for the achievement of
predetermined goals through motivation, intellectual stimulation- innovative minded
person and individualized consideration - focusing on training for followers for better
performance. So for as authentic leadership (ALs) is concerned, many researchers
have taken this concept from psychological discipline, deals with genuineness, which
is the retaining of a person own individual practices lasted too long, in the form of
opinions, feelings, wants, penchants, or principles, procedures caught by awareness
and truth of the self. Furthermore, previous leadership theories have backed soundly
to comprehend leadership more efficiently and voyage is still unrelenting. ALs is one
of them in current approaches of 21st
century. They further discussed that authentic
leaders see about themselves that who they are, see about what they have faith in and
run through principles and values honestly and willingly. These leaders would be
considered as principled personalities. Resultantly, authentic leadership cannot be
overlooked (Qu, Janssen, & Shi, 2015).
2.4 FOUNDATION OF LATEST LEADERSHIP THEORIES
The founding notions of leading were transformational and transactional
dealing with ethics in the domain of organizations these days. As it infers,
transactional leaders concentrate on transactions and dealings, or, replacement of
27
behaviors by which the get-together of such hopes brings reward, not punishment.
This model makes the foundation of all civil service systems, where productivity and
good organization is the purpose. On the other hand, Transformational leaders
concentrate on motivating, encouraging and in the long run, transforming followers
into leaders. Bass and Bass (2008) present the idea that both are opposing notions.
Good leaders have the qualities of both (Albers & Bergers, 2013).
2.5 CONCEPT DISTINCTION BETWEEN AUTHENTIC AND
TRANSFORMATIONAL LEADERSHIP
Transformational leadership (TL) and authentic leadership (ALs) have near
likenesses but ALs has foundational origin (Joo, & Nimon, 2014). For the removal of
confusion, it is essential to discriminate between the two key constructs. They are at
variance with respect to their dealings with co-workers, and stances on workforce
advance. Opposing to TL, ALs is grounded not only on engaging workers through
motivation, and but also on presenting role model and showing commitment and
devotion (Boman, Sofipour, & Toremark, 2012).
ALs is a reaction to the crunch in leaders‘ trust (Gardner, Cogliser, Davis, &
Dickens, 2011). ALs has acquired substantial expertise and attained significant
professionalism (George, Mayer, McLean, & Sim, 2007) intellectual attention and
scholarly consideration (Avolio, 2010; Gardner, Cogliser, Davis, & Dickens, 2011).
ALs has benefitted from grave fine-tuning of the speculative representations
(Gardner, Avolio, Luthans, May, & Walumbwa, 2005; Ilies, Curseu, Dimotakis, &
Spitzmuller, 2013) and growth of more than a few authenticated tools (Walumbwa,
Avolio, Gardner, Wernsing, & Peterson, 2008; Neider & Schriesheim, 2011). In fact,
Avolio and Gardner (2005) put forward ALs as an integration of all styles of
leadership. In opposition to this view, people thought that ALs is certainly dissimilar
notion (Avolio & Walumbwa, 2014) but is considered new bottles and timeworn
28
alcoholic drink (Banks, McCauley, Gardner, & Guler, 2016). Earlier empirical studies
have correlated ALs to both results based on attitudes (Leroy, Palanski, & Simons,
2012; Laschinger, Wong, & Grau, 2013) and social interaction (Hannah, Walumbwa,
& Fry, 2011a; Leroy, Anseel, Gardner, & Sels, 2012). Empirical studies suggest that
by dealing with others ethically and morally, better results can be achieved (Shapira-
Lishchinsky, 2012). The actions based on authenticity provide solace to the workforce
(Jensen & Luthans, 2006). Leader‘s moral dealing with co-workers produce positive
results. Likewise, ALs and fruitful accomplishment is inseparable (Leroy, Palanski, &
Simons, 2012) and this accomplishment is individual as well as organizational
(Hannah et al., 2011b), and those who exhibit noble actions in the light of authentic
leadership attributes (ALA), show good performance (Walumbwa, Avolio, Gardner,
Wensing, & Peterson, 2008) and also improve the capabilities of supporters within the
organization for better achievement (Avolio, Luthans, & Walumbwa, 2004).
Additionally, ALs is more useful and efficient in the provision of all kinds of facilities
to the workforce for their better professional development and becoming authentic
leaders (Ilies, Curseu, Dimotakis, & Spitzmuller, 2013).
Authentic leaders advance the skills of the co-workers by their high caliber,
influential revelation and optimistic idea; and they wish to improve genuineness of the
working force through authentic leadership attributes and self-regulation in order to
brighten the philosophies and aims of their life (Walumbwa, Avolio, Gardner,
Wensing, & Peterson, 2008). Transformational can be trustworthy or false but
authentic leadership theory can be trustworthy (Mishra, & Mishra, 2013).
2.6 AUTHENTIC LEADERSHIP THEORY
Authentic leadership theory says that leaders must display the crucial
constituents-relational transparency (RT), self-awareness (SA), ethical perspective
29
(EP), authentic behaviour (AB) positive psychological capital (PPC) and balance
processing of information (BPI) of authentic leadership (ALs) to lead efficiently and
successfully (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008). Avolio and
Gardner (2005) reported that ALs is the epitome of self-awareness and principles;
honesty and transparency in judgments. When pessimism was seen in other styles of
leadership, people were in search of optimism and they move toward authentic
leadership (Jensen, & Luthans, 2006). Avolio, Luthans, and Walumbwa (2004)
contend that self-awareness, translucence, confidence, hopefulness, optimism,
resilience, future-orientation and morality are the attributes of ALs while Jourian,
(2014) posit that self-awareness, openness, transparency, consistency, hope,
optimism, resiliency, judging ambiguous ethical issues and viewing them from
multiple perspectives aligning decisions with their own moral values are the qualities
of ALs.
The appropriateness and the applicability of the known leadership theories
have been put into questions by the new challenges of the time (Avolio and Gardner,
2005). It is presented by authentic leadership theory (ALT) that an authentic leader as
straightforward, sincere, candid, frank, translucent, crystal clear leader show integrity,
truthfulness, veracity, straightforwardness and honor regardless of culture (Bempah,
2013).
Leadership has been changed from ―what‖ to “what” and “how”, from
―individual leadership‖ to “collective and authentic leadership” and from
―horizontal‖ to “horizontal and vertical leadership”. Now leadership is the sharing of
responsibilities and streamlining of the followers to develop them as future leaders
(Genovese, 2014; Lux, 2012). This is the need of the hour that what is required in the
system and how can we improve it with innovative ideas- open streams of
30
information, springy and stretchy chain of command, disseminated resources,
circulated decision-making, decentralization process and devolution of powers (Men
& Stacks, 2014).
2.7 HISTORY AND NATURE OF AUTHENTICITY AND
AUTHENTIC LEADERSHIP
Authentic leadership and authenticity, are traced back to the temple of Apollo
in Delphi with the inscription ‗Know thyself‘ in extreme past which has the spirit of
ALs in itself. The Greek word ‗authento‘, is meant authoritative and has link to the
master of the tribe as self-aware chief (Gardner, Cogliser, Davis, & Dickens, 2011).
The Greek philosophers stressed the value of self-examination which in reality is
authenticity (Gardner, Cogliser, Davis, & Dickens, 2011). Both notions are just
associated to ALs within current meanings presented by (Walumbwa, Avolio,
Gardner, Wensing, & Peterson, 2008) a shape of leader conduct that improves both
positive psychological capital (PPC) and positive ethical climate (PEC) to nurture
self- awareness (SA), an internalized moral perspective, balance processing of
information (BPI), and relational transparency (RT) on the part of leaders working
with co-workers, raising constructive growth of self (Rego, Vitória, Magalhães,
Ribeiro, & Cunha, 2013). ALs was revisited and found four components of ALs:
authenticity, intentionality, holiness and deep feeling (Gardner, Cogliser, Davis, &
Dickens, 2011). Candidness, positivity and creativity considered the other aspects of
ALs (Gardner, Cogliser, Davis, & Dickens, 2011). George (2004) studied ALs and
presented five components- enthusiasm, pragmatism, courage, durability in relations
and self-restraint. Later on, the scholars (Gardner, Avolio, Luthans, May &
Walumbwa, 2005; Avolio, Gardner, Walumbwa, Luthans, & May, 2004; Luthans &
Avolio 2003) agreed unanimously to remove the previous ambiguity and posited this
definition- AL as a pattern of leader behavior that draws upon and promotes both
31
positive psychological capacities and a positive ethical climate, to foster greater self-
awareness, an internalized moral perspective, balanced processing of information,
and relational transparency on the part of leaders working with followers, fostering
positive self-development” (Walumbwa, Avolio, Gardner, Wernsing, & Peterson,
2008, p. 94).
Authentic leadership concentrates on inborn and innate ethical and pliable
qualities that takes its origination from an individual values, principles and ethical
philosophies. Leaders are empowered with these attributes and their behaviors and
attitudes are refined (Morgan & Roberts, 2012). Luthans, Luthans, and Luthans
(2004) posit that self-confidence, self-regard, self-assurance, optimistic influence and
futuristic optimism are the features of ALs. Mostly, authentic leaders are more salient
due to their inherent features and they influence their followers by their authentic
deeds and positive relation; and by this strong constructive relation with followers,
authentic leaders surpass authenticity (Gardner, Avolio, Luthans, May & Walumbwa,
2005). Nikpay, Siadat, Hoveida, and Nilfrooshan (2014) contend that for the
development of organization, authentic leadership attributes (ALA) are very essential.
Ilies, Morgeson, and Nahrgang (2005) argue that authentic leaders have strong
coordination between somatic and psychosomatic happiness. To empirically ascertain
how a leader‘s character influences followers, Liborius (2014) found that truth,
meekness, mercy, concern, awareness and gratefulness towards followers positively
correlated with followers‘ willingness to engage with their leader, and positively
correlated with organizational development (Podsakoff, MacKenzie, & Podsakoff.,
2012).
Supporters of the authentic leadership (ALs) construct (Avolio, Luthans, &
Walumbwa, 2004; Gardner, Avolio, & Walumbwa, (2005); Ilies, Morgeson &
32
Nahrgang, 2005; Luthans and Youssef, 2007) believe that ALs has more realistic
advantages than the existing leadership models and it is more follower-centered in
comparison to most of the known leadership models that appear more leader-centered.
That means for achieving ALs status, an authentic leader see some potentials in co-
workers. This status is not objective and presented for evaluation to know supporters‘
outlook. Western world researchers suggested that components of ALs are made
known by such investigations which are valid throughout the globe. MirMohammadi,
Rahimiyan, and Jalal Khan Abadi, (2012) found that authentic leader means a person
who is admiring and determined; and free of prejudice at all and translucent in
actions.
2.8 AUTHENTIC LEADERS
Authentic leaders have the ability to improve assurance, enthusiasm,
obligation, satisfaction, and immersion of co-workers to show better enactment for the
development of organization and well-being of the workforce (Kiersch, 2012).
Authentic leader is the symbol of motivation, innovation, and proper communication.
He/she is a visionary spirit and self-developed (Hopkins & O‘Neil, 2015).
Self-development is very necessary for the motivation of workforce. Authentic
leaders (AL) exhibit both reason and emotion steadfastly. They are always conscious
of the significance of co-workers. They know how to run effective organization
(George, Mayer, McLean, & Sim, 2007). Authentic leaders build their team and
establish transparent relation with subordinates and always think about their welfare.
They know that each person deserves respect (Ladkin & Spiller, 2013). Avolio (2010)
posits that AL are self- knowing and world-knowing. AL are men of values and they
show self-awareness regarding the morals and philosophies (Laguerre, 2010). Yukl
(2013) contend that principles and convictions of AL determine their activities. Roux
33
(2010) reflects that AL work in the light of their bottomless beliefs and individual
faiths to theorize integrity, deference and self-assurance of co-workers; inspiring
varied outlooks, identify their strengths and build positive links with workforce.
Positive interaction between followers and leader is the prime need for the
overall development of organization (Zhang, Avery, Bergsteiner, & More, 2014).
Confidence is an integral part of this kind of interaction. (O‘Neil, D.A., Hopkins,
M.M., & Bilimoria, D. 2015). The confidence, courage, supportive behavior, and
aiding co-workers, openness and ingenuousness on the part of a leader has paramount
importance in the development of organization (Clapp-Smith, Vegelgesang, & Avey,
2009). Efficiency is regarded as quality of authentic leaders which is supportive in the
achievement of goals (Luthans & Youssef, 2004). AL are persons who guide
supporters by considerable encouragement to motivate them for better jobs (Kiersch,
2012).
A man who gives himself or refuses himself but never lends himself is
authentic leader (Azanza, Moriano, & Molero, 2013). Authentic leader is always
prepared for the highest degree of self-sacrifice and is always carved out for modesty
and self-effacement. He is capable of great self-denial in the service of others but
never compromises his principles, never allows himself to be exploited on moral
issues. He always sticks to his ideals and principles at all cost. He is a towering genius
and outstanding creative personality, scorns a beaten path. He hates to follow the
track traversed by others. He has original and independent approach to various
problems of life (George, 2004).
Shamir and Eilam (2005) highlighted the attributes and features of AL as they
are fair and honest and committed to their leadership; they do not lead for worldly
gains like status, rank, position, fame, admiration, reputation or for individual prizes;
34
they are the most original and their actions depend upon values , beliefs and faiths.
Authentic leader is poised, optimistic, positive, strong, robust, honest, decent, and
principled; stretches importance to mounting comrades to be leaders (Shapira-
Lishchinsky & Levy-Gazenfrantz. 2015). Luthans and Avolio (2003) and Avolio,
Gardner, Walumbwa, Luthans, and May (2004) reported that AL have profound
awareness about their thoughts and they are well-thought out by their followers that
they know their own and others ethical outlooks, their moral standards, their
strengths, their information, their confidence, optimism, resilience, and uprightness
and awareness of their work. They are likely to establish connections with followers
based on trust and get their faithfulness and commitment. They know their own
personalities, shortcomings and strong points and also get awareness of others. They
use motivating and stimulating techniques for enabling followers to get knowledge,
advancement and success; and always guide them to the straight way to may come out
with flying colours in life with wisdom, autonomy and freedom (Emuwa, 2015). They
take care of the interest of all participants because they are the symbols of
magnanimity- kindness, compassion, munificence, goodwill, altruism, nobility, high-
mindedness, fairness and generosity of spirit; uprightness, trustworthiness,
responsibility, allegiance and faithfulness; and diversity- egalitarianism, societal
impartiality, and progressiveness (Saunders, 2012). Authentic Leaders‘ leadership is
purposeful, based on values and integrity. They motivate the followers for superior
services and long term values (George, 2004). Authentic leaders substitute the
progression of faithfulness in their co-workers with enhanced SA and constructive
show off, and the authenticity of the followers strongly contributes to the welfare and
achievement of sustainable and systematic and absolute performance in return
(Gardner, Avolio & Walumbwa, 2005). AL are selfless and honest. They are inspired
35
for doing sound by the well-being of their followers, co-workers, institution and
particularly for the whole society (Epitropaki, 2013). Authentic leaders are the
paragons of decent values, integrities and moral principles. On the basis of these
qualities, they must not be measured as perfect Homo- sapiens and are away from
shortfalls and faults. They do commit faults but they admit their slips, so as to not
repeat these errors in the future (George, 2004).
Authentic leaders are brave, bold, truthful, honest, efficient, straight forward,
and courageous and blunt. They are men of strong will and determination. They are
not heart losers. They utilize every second of their lives and not lose the time. They
have the courage to meet the success and failure with open heart. They are the
mirrors of bravery, self-confidence, efficiency, truthfulness, dutifulness, honesty,
straight-forwardness, will power and devotion (Shapira-Lishchinsky & Levy-
Gazenfrantz, 2015). Authentic leaders are men of head and heart, which make them
the masters of earth. A person who does not lose his balance of mind in time of
trouble and crisis is indeed an authentic leader. Such a leader remains calm and quiet
while all around him lose their heart and make him responsible for their failure. A
leader of such qualities believes in his own abilities and is not affected by the doubtful
behavior of his adversaries. He extends forgiveness to those who are against him. He
waits for the desired result and does not feel impatience. Such a leader does not tell
lies, even though others spread false news about him. He does not hate those who
develop hatred against him. Moreover, he does not make a show of his goodness or
wisdom before others. He has the courage to hear one‘s statements modified by
selfish people for deceiving others. That leader is in fact very great who can bear the
loss of those dear things which he had built by sacrificing several of his life. Such a
36
great leader does not lose courage. He starts building those broken things with the
help of his old tools with great patience (Watts, 2015; Wilson, 2014).
Authentic leader has strong will power. He can make use of his courage,
nervous system and muscular strength long after they have lost their efficiency. By his
will power, he is able to keep his nervous system and muscular strength working and
active. He mixes with common people and does not lose his moral goodness or walks
with kings and great people and does not change his attitude by becoming proud is
really an authentic leader. Such a great leader can neither be harmed by his deadly
enemies nor by his so-called sincere and dear friends. He is very reliable person, but
he makes great care and does not trust people blindly (Wiersma, 2012).
If authentic leaders show patience, obedience, sincerity, self-truth, outstanding
potentials, matchless open-handedness, open justice and no vanity and haughtiness
can enrich the minds of adherents like Hazrat Umar (RA), Martin Luther, Nelson
Mandela etc., then there can be no mistake. AL, has the talent to change place of
corruption into a place of purity and transparency as done in early times (George,
2004).
2.9 AUTHENTIC LEADERSHIP
Authentic leadership (ALs) is a gathering of self-information, understanding
and thoughtfulness to the positioning of other people and a methodological cleverness
that proceeds to the interaction of leadership actions (Bento & Ribeiro, 2013). ALs is
still at its nascent phase of evolution and displays some weaknesses in connection to
validity and reliability of ALs constructs and researchers are required to bring into
consideration the positive and non-positive aspects of AL (Kluska-Nowicka, 2015).
Context or identity not taking into consideration is a weakness of AL, therefore, it is
sought to explore through the lived experiences of participants that scrutinizing the
37
setting based on environments affects numerous individualities (Jones, Kim, &
Skendall, 2012). In addition, the ethical aspect and criteria of information, have not
been completely illuminated (Northouse, 2014).
Huang and Luthans (2013) posit that ALs is the product of the aftermath of
industrialized management theory, signifying, it is cooperative, interpersonal, and not
concentrated on specific spearhead. Answers to organizational challenges and
opportunities have been provided by authentic practices and AL theory, for
institutional transformation, by admitting how their different and crisscrossing social
individualities influence them. Narrative, reflection and other modes focus leaders to
examine the roots of their morals, and activities; and to encourage followers (Chávez
& Sanlo, 2013).
Self-awareness, balanced processing, internalized moral perspective, and
relational transparency are the conceptual basis, have been branded by research
studies for authentic ALs behavior (Gardner, Avolio, & Walumbwa, 2005; Ilies,
Morgeson & Nahrgang, 2005; Walumbwa, Avolio, Gardner, Wensing, & Peterson,
2008). The dominant notion behind ALs is self-awareness that help in the
improvement of authentic followers. They also focus on the good fortune of the
followers (Avolio & Gardner, 2005). It is flexible, flowing, emerging attribute and
background shapes individuality and individuality shapes background of a person, and
this is self-truth (Jones, Kim & Skendall, 2012). Balanced processing is the objective
analysis of all related information prior to final decision-making. Internalized moral
perspective is characterized by the intrinsic ethical values and criteria of the attitude
of leaders rather than by extrinsic influence of society, same age people as well as by
organizational atmosphere (Gardner, Avolio, & Walumbwa, 2005). Relational model
is another strength which focus on the follower authentic leadership development
38
(FALD) and that is not leader-centric (Helstad, & Moller, 2013). Relational
transparency is the name of individual openness such that the sharing of information
willingly with others and communicating selfless opinions and frame of mind with
groups members (Walumbwa, Wang, Wang, Schaubroeck, & Avolio, 2010)). As a
final point, self-awareness is getting information that how the followers think about
his leadership ae well as to know the drives and purposes and weigh his strong and
weak points for the heightening of their authenticity and genuineness and efficiency
using both self-learning and replicated self-perception (Walumbwa, Peterson, Avolio,
& Hartnell, 2010). These paradigms have been advocated scientifically and
considered as the foundation for the validation and measurement of AL (Walumbwa,
Avolio, Gardner, Wensing, & Peterson, 2008; Walumbwa, Wang, Wang,
Schaubroeck, & Avolio, 2010).
Since the inception of sophisticated technology, fiscal pressures, transnational
competition, organizational initiatives, and an ever-growing financial and ethical
climate; leaders in both private and public sector universities are meeting a high
degree of difficulty in the environment (Guerrero, Lapalme, & Séguin, 2015;
Pirannejad, 2013). There is struggle for skills across organizations; upholding worker
engagement is challenging; leaders can no longer dependent on their authority to
attain their targets (Francisco, Gonzales, & Vargas, 2015; Lelchook, 2012). Their
workforce also expect to be esteemed, appreciated and supported and to see their
leaders as models of truth. At the same time, leaders have to make hard decisions
which sometimes go against the outlooks and principles of their followers (Rich,
Lepine, & Crawford, 2010). The atmosphere in organizations is progressively
multifaceted and challenging, and some leaders are not succeeding to cope within it,
as apparent by the number of organizations that continue to experience failings. Many
39
leaders are struggling to develop organizations that can operate successfully within
multifarious settings; while ensuring that their followers behave ethically (Nonaka &
Takeuchi, 2011). Leaders are as being ‗climate engineers‘; what they convey through
their character, principles, philosophies, fondness, and manners, leaves an influence
on those they lead (Padilla, Hogan & Kaiser, 2007).
Followers‘ efficiency can be stirred and driven by authentic leader
(Walumbwa, Luthans, Avey, & Oke, 2011). Followers are advanced and strengthened
by their authentic leaders by revitalizing and energizing them with noble actions
psychologically, ethically and morally that are contributing to their performance. The
perspective of complementary congruity produces the question that whether the
followers‘ performance is uniformly or differently affected or taking influence in
different context and further elucidate that to what extent it is same and to what extent
it is differ as influenced by authentic leader (Grant, Gino, & Hofmann, 2011). The
complementary congruity theory further suggests the performance of the followers get
influence from the authentic leader efficiently and this performance further improves
due to the positive effect of authentic leaders. Particularly, the qualities and attributes
of authentic leaders back and balance the required abilities and skills, for good
performance of the followers (Luthans, Youssef, & Avolio, 2007). It is shown by the
previous studies that the continuous connections and exchange of views of the leaders
and followers with one another enhance the performance for the better achievement of
organizational goals (Huang & Luthans, 2013).
Avolio, Gardner, Walumbwa, Luthans, & May, (2004) sought to examine that
the performance of the followers has been positively influenced by authentic leader.
Gardner, Walumbwa and Avolio (2005) studied that for the achievement of frankness
and candidness; candor and straightforwardness in their associations with their
40
followers, authentic leaders adopts their inner values and true principles in their
attitude. Avolio and Gardner (2005) argued that crystal clear decision-making and
role model presentation is the universe of authentic leaders, and provide guidance to
the followers and keep them connected with heart and sinews and keep them active
and spry intellectually while performing their activities. Moral attitude of authentic
leaders makes the availability of showing straight ways to the companions due to their
desirability and believability as starring role representatives (Wang, Sui Yang,
Luthans, Wang, & Wu, 2014). Authentic Leaders upkeep the welfare of their
followers, making availability of advising, shelter, positive response and information
with authentic Leadership models (Hsieh & Dan-Shang Wang, 2015).
2.10 AUTHENTIC LEADERSHIP MODELS
There are different models of ALs which are presented as under:
2.10.1 Ilies, Morgeson and Nahrgang’ Model
Figure 2.2 shows Ilies, Morgeson & Nahrgang’s model (2005)
Ilies, Morgeson and Nahrgang (2005) model describes that ALs is connected
to many psychological concepts and four key components: self-awareness,
dispassionate dispensation, interactive legitimacy and reliable movements. The
architects of design propose that ALs‘ components have paramount significance since
the good fortune of both the leader and followers are influenced by them (Ilies,
Morgeson & Nahrgang, 2005).
Authentic
leadership
Relational
authenticity
Authentic
action
Unbiased
processing
Self-
awareness
41
2.10.1.1 Self-awareness
Self-awareness is the confession of strengths and weaknesses. It is knowledge
of one‘s own feelings. It leads individual to perform proficient control and value-
added wellbeing of co-workers (Ilies, Morgeson & Nahrgang, 2005).
42
2.10.1.2 Unbiased Processing
Unbiased dispensation is related to the skill, not to make a mountain out of a
molehill or interfere with, reject or overlook pertinent information gathered from
practices and realities. It is closely associated to individual truthfulness and firm
character, and these influence judgment of a leader (Ilies, Morgeson & Nahrgang,
2005).
2.10.1.3 Relational authenticity
Relational authenticity comprises building open and trusting interactions with
followers that establish excellent conviction which encourage compliant behavior
among cohorts, a permitted movement of facts and figures and improved gratification
(Ilies, Morgeson & Nahrgang, 2005).
2.10.1.4 Authentic actions
Authentic actions deals with the process of performing in accord with personal
morals, principles and requirements. It is argued that mannered leaders motivate in a
better way (Ilies, Morgeson & Nahrgang, 2005).
Ilies, Morgeson and Nahrgang (2005) consider that it is fruitful to
conceptualize AL into four components in this manner while observing the
belongings of headship on both supporters‘ welfare and organizational development.
2.10.2 Walumbwa, Avolio, Gardner, Wernsing and Peterson’s model
Figure 2.3 indicates Walumbwa, Avolio, Gardner, Wernsing & Peterson’s model
(2008)
Authentic
leadership
Ethical
perspective
Relational
transparency
Balanced
processing
Self-
awareness
43
Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008) utilized the
integrated model of Luthans and Avolio (2003) and Ilies, Morgeson and Nahrgang,
(2005) and constructed a new model based on four AL components: RT, EP, BP and
SA ((Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008)). Relational
Transparency deals with the notch, a spearhead enhance frankness and sincerity with
supporters and raise their spirits to make known their interpretations and the trials
they meet. EP describes the ethical standard of the person both intra-personal and
interpersonal. Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008) define
moral behavior is the leader‘s positively convenient conduct through individual
engagements and relational associations. Balanced Processing deals with leaders‘
ability to examine information dispassionately before decisions-making.
2.10.3 George’s model
Ilies, Morgeson and Nahrgang (2005) and Walumbwa, Avolio, Gardner,
Wernsing and Peterson (2008) models were theoretical models. George‘s model of
ALs is more practical and presents crucial attributes of ALs. Authentic leaders are
passionate about their performance, distinct objectives and sagacity of tenacity. They
have robust ethics along with harmonious associations with followers. They are calm
and self-disciplined and exhibit good manners. They show sensitivity to the
requirements and wants of followers and show strong commitment. It is reported that
FALD can be advanced in persons continuously and gradually. It is limitless and
accessible to anyone and can be learnt (George, Sims, McLean & Mayer, 2007).
2.10.4 Terry’s model
A model was proposed which concentrates on the activities of the spearhead in
diverse environment and emboldens them to be spot-on to themselves, to followers, to the
organization and to society at tremendous level. He contends that repeated efforts for the
44
identification of authentic actions and understanding organizational concerns and
performing in align with these, is a challenge for leaders (George, Sims, McLean &
Mayer, 2007).
He created the Action Wheel, which comprises six unified constituents;
supremacy, undertaking, significance, way of life, assets and organization (George,
Sims, McLean & Mayer, 2007).
Figure 2.4 Terry's Action Wheel for AL
Robert Terry in George Mayer, McLean, & Sims (2007) posits that the action
wheel is an instrument of analysis
2.11 COMPONENTS OF AUTHENTIC LEADERSHIP
Ilies, Morgeson and Nahrgang, (2005) proposed that there are four vital parts
of ALs. The first one is self-awareness which is related to self-acknowledgement of
inner strong points and weak points and this thing brings regulation and balance in
sentimentalism which is a very positive aspect for good relation with others. The
second one is balanced dispensation which creates meekness and absolute respect for
AL
action wheel
Power
Mission
Meaning
Existence
Resources
Structure
STRUCTURE
MISSION
RESOURCES MEANINGS
EXISTENCE
POWER
45
others and it guarantees brilliant success in leadership and save the leader from any
disappointments while dealing external threats by using his knowledge and skills. The
third one is authentic behavior which compels individuals to do in the light of their
true self and honesty rather than in accordance to socially accepted values. Those who
are not authentic leaders, are easily impressed by others. The fourth one is authentic
relational orientation which is making a struggle for the attainment and appraisement
of frankness and straightforwardness in associations through a dynamic procedure of
shared familiarity, confidence and openness.
Numerous experiences and results of ALs have been recognized in these
emerging research works. Patterns of experiences comprise information of spearhead‘
self and trustworthiness of the self (Peus, Wesche, Streicher, Braun, & Frey, 2012),
and PPC defined as sanguinity, hopefulness, resilience, confidence, courage and
optimism (Jensen & Luthans, 2006). There is constructive relationship of AL with
trust and belief (Patton, 2013), with performance of workforce (Wang, Sui Yang,
Luthans, Wang, & Wu, 2014), with satisfaction of co-workers (Nawaz, 2010), with
interpersonal obligation (Cottrill Lopez, & Hoffman, 2014), and reassurance of
supporters within organization (Onorato & Zhu, 2015).
Gardner, Avolio, and Walumbwa (2005) demarcated that leaders are the
fundamental organs of the system and they are both influencing and being influenced.
Toor and Ofori (2008) examined that the results of some earlier research works on
leadership in the bygone days have produced to recognize some styles of leadership.
Alinezhad, Abbasian, and Behrangi (2015) presented four rudimentary principles for
the construction of authenticity: Self-awareness of flaws, strong points, passions and
moral standards; Processing without orientation of information associated to self or
accepting one's own qualities dispassionately; Authentic behavior- acting in harmony
46
with one's own truth; Relational authenticity-attempt and right to use to
trustworthiness and straightforwardness in close contacts (Warszewska-Makuch,
Bedyńska, & Wilson, 2014). The views of Leroy, Palanski, and Simons (2012) drew
the concentration of the scholars toward AL and these were constructed as constructs
of ALs. Therefore, Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008)
describe ALs as a design of leaders' behaviors with their followers, start the
generating and augmenting psychological competences and optimistic ethical
environment, increasing SA, IMP, sensible information processing and relational
transparency and nurturing positive self-growth in followers.
2.11.1 Authenticity
Authenticity is the ability to build a sustainable organization and inspire and
encourage the development of followers (George, 2004). It, as a crucial standard for
AL, is supposed to be attained through finely tuned heights of SA and self-regulation-
SR (Avolio and Gardner 2005; Sparrowe 2005). It demands front-runners to show
performance in harmony with their intrinsic values and emotional state, even though
interpersonal genuineness stresses cream of the crop to perform in a method
unswerving with the setting in the interior they are and real authenticity is gained with
the integration of self and relational authenticity in a vibrant procedure (Sparrowe,
2005). Ilies, Morgeson and Nahrgang, (2005) suggested that self is ‗spontaneous I‘
and social self is ‗me‘. The social self (i.e. the ‗me‘) is a combination of interaction
between self and environment. So it is said that the ‗me‘ is the voice of society within
the individual, powerfully shaping every act. The ‗I‘ is always located in the present,
responding to the attitudes of others, and is therefore repeatedly evolving,
spontaneous, empathic, and impetuous. Authenticity may then be seen as being
established in the incessant flow of action developing and assimilating into an ever-
47
changing context. Authenticity is learned and refined through working together with
others, getting uniqueness and relational transparency consecutively and orderly
(Stephens, 2009). Self is placed within the context of symbiotic associations and is
the reflection of social connections, communications, relations, actions and attitudes.
Self-awareness, self-regulation, self-consciousness and self-cultivation are
prerequisites for a personal entrance to society, as individuals are trained and
educated to act in the light of humaneness, aptness and sacramental in contextual
situations, stressing the procedure of learning and pious perfection grounded on social
connections with others to be a human (Stephens, 2009). Authenticity includes
motivation and conviction (Bosch & Taris, 2014).
Albers and Bergers (2013) found that the idea of authenticity is not something
innovative, it is present already and consists of more than the diverse facets described
there. The authors found the true self, internalized ethical values, transparency,
authenticity, self-awareness are the attributes of authentic leaders. They found
intrinsic values are the catalysts for supporting leaders‘ views and maintain an image
that reflects the truth. The gaps in this study are that if quantitative or mix method
were used, the findings would be generalized. Secondly if larger sample was used, the
sample error would be small (Albers & Bergers, 2013).
Authenticity is an innovative concept in the field of leadership (Bird,
Dunaway, Hancock, & Wang, 2013). The concepts of authenticity and AL were
brought into light in the contexts of organization to shun and evade un-ethical doings,
immoral activities and illegal practices by the leaders within the organization, which
are detrimental to humanity (Bosch & Taris, 2014). AL has strong effects on the
behavior and attitude of the followers which proceeds to the better performance of the
organization in the long run (Broughton, 2012). Shamir and Eilam (2005) define
48
authenticity as the mirror image of the intrinsic values and beliefs of a leader‘s
attitude and behaviour that may be positive or negative. Bosch and Taris (2014)
consider authenticity as a quality of a leader rather than the characteristic of
personality and if one is authentic in one‘s actions, his authenticity must be valued
and it improves others‘ views, perceptions and beliefs about his authenticity. Luthans,
Luthans, and Luthans (2004) is of the view if the actions of a leader are in agreement
with his/her inner true self, true thoughts and true feelings, he/she is authentic and
there is authenticity in his/her actions. AL robustly affects the ability of the followers
with motivating and stimulating power of authentic leader towards enhanced
performance within organization (Chuan Sun, Wei Ho, Hua Lee, & Chieh Lin, 2012).
Resultantly, the performance of the followers touches the heights of the peaks of
mountainous struggles and strong suits (Ilies, Curseu, Dimotakis, & Spitzmuller,
2013). Concise Oxford English Dictionary 11th
edition defines authenticity as genuine
and original. Cambridge Advanced Learner‘s Dictionary Third Edition (CALD3)
describes authenticity as the excellence of actuality and truth. The roots of
authenticity have strong hold in Greek philosophy. Luthans, Luthans, and Luthans
(2004) highlighted to be true to you, it is authenticity. The origin of authenticity is in
philosophy and psychology (Luthans, Luthans, and Luthans, 2004). Authenticity and
sincerity are synonymous words but have minor modifications, sincerity as….it is
analogy between affirmation and real feelings, While, authenticity is the degree to
which one is true to the self (Avolio & Gardner, 2005). Sincerity means when a
person is honest and fair to others but authenticity means when a person is true, fair
and honest to himself (Avolio & Gardner, 2005). Luthans, Luthans, and Luthans
(2004) is of the opinion that authenticity is the proper amalgamation of the personal
practices based on values, standards, morals, ethics, ideals, principles, thoughts,
49
opinions, emotions, passions, sentiments, excitements, ideas, beliefs, views, ideas and
the process of doing actions according to his thinking and philosophy as true to
himself and really his actions are the true reflection of his feelings and true thoughts.
Bosch and Taris (2014) expresses authenticity as free set-up of an individual‘s self-
truth in his everyday chores and initiative based on consciousness, free-prejudice
processing, and noble deed and interpersonal. Authenticity means the commitment of
a person to his goals and aims. Some authentic leaders are God-gifted while some are
acquired leaders; the acquired authentic leaders are the most committed persons to
their goals (May, Hodges, Chan, & Avolio, 2003).
2.11.2 Self-awareness
Self-awareness is one of the fundamental parts of ALT and self-aware leaders
understand what is of value for them (Kliuchnikov, 2011). Gardner, Avolio, Luthans,
May, and Walumbwa, (2005) argued self-awareness puts effect on the behaviors,
attitudes, and viewpoints of the leaders towards others. It shields weak points and
strong points; shelters the diverse lengths and heights of individual‘s nature. It is a
procedure through which leader gets success in the reflection of his/her exceptional
standards, qualities, individuality, passions, life‘s aims, understanding, abilities,
competences which are driven by extrinsic actions. Self -aware leaders take delight in
huge competencies while making interactions with followers inside or outside
organizations, to alter judgements, enticements and choice of their use of
epistemology. They know the techniques for bringing followers under control and
powers. A self-aware leader knows who is he/she? He/she knows his/her hidden
qualities and abilities and understands his/her own and organizational objectives and
resultantly provides true path to others. He/she has true understanding of
himself/herself and his/her organization (Wiersma, 2012).
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Self-awareness of a leader is mostly constructed by the realization and
mindfulness of his or her own powers and flaws, desires, feelings, passions,
sentiment, beliefs and aims. Self-aware leader is able to improve a level of his
inspiration and also proficiently upsurge efficiency of his/her followers. Authors of
the AL style distinguished four core components that establishes the self-awareness of
a leader: standards, feelings, self-cognition and establishing own aims -both private
and professional (Avolio, Gardner, & Walumbwa, 2005).
SA is incessantly evolving and based on context component and if background
shapes individuality and individuality shapes background, what does this mean for
authenticity of self (Jones, Kim & Skendall, 2012). Self-awareness is the rudimentary
and central awareness of one‘s own understanding, competences, practices, principles,
perceptions, passions, and purposes (Gardner, Avolio, & Walumbwa, 2005). Daily
accountability of one‘s actions against ethical values, identification of errors and
slipups in behaviours, and subsequent correction of blunders is the domain of
authentic leaders (Yang, 2014). The procedure of gaining self-awareness denotes a
never-ending progression of internal, ethical and inspirational transformation (Yang,
2014). Positive acknowledgment of their own competencies for completing work,
organizing teams, soothing sentiments, and upholding self-control aids to make
stronger leaders‘ confidence in their original values and aims.
2.11.3 Internalized moral perspective
Internalized moral perspective specifies clear, lucid and intrinsic adaptation of
self-regulation construct (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008).
It is in contrast to outer, organizational and societal pressures. Leaders with this
attribute relish high moral character and have friendly associations with their
followers in difficult and challenging time for the welfare of organization (Yukl,
51
2013). The more the leader support the internalized standards and beliefs of the
followers, the more the true self of the followers transform and improve. Followers‘
self-identification make them clearer about their leaders, and they are negotiated
about organizational issues through balanced processing behavior by their leaders to
gain response about organizational development. By this, frankness and freedom
produced and confidence developed in followers for discussion organizational matters
with their leaders for organizational development (Walumbwa, Luthans, Avey, &
Oke, 2011; Yukl, 2013).
Warszewska-Makuch, Bedyńska, and Wilson, (2014) argued that deep reflection and
structured reflection are crucial parts to enable leader for self-knowing in a better
way, and understand their thinking and behavior in certain situations. It encourages
the followers how to become authentic leaders. Warszewska-Makuch, Bedyńska, and
Wilson (2014) discusses that AL needs velour and commitment to understand the self
of him/her. The purpose of self-reflection is self-knowing which creates sensibility,
carefulness, positivity and leaders become able to involve in easy-going process
looking at their outlooks, principles, engagement and caring attitude (Patterson,
2015).
Internalized ethical viewpoint is intrapersonal. It is the skill to put
concentration on intrinsic moral standards and save from extrinsic pressures and
influences. Moral perspective is seen as an inborn excellence of authentic leaders
(Luthan & Avolio, 2003). Moral perspective and positive psychological capital are the
supreme components of AL (Mirmohammadi & Rahimiyan, 2014).
Wilson (2014) contends that the use of words like ethical or beliefs as a garb
for anything that is regarded principles-linked. AL is a person who is not accepting
outside forces and pressures but does each and every thing according to superior inner
52
principles and standards what he/she considers true and up to the mark (Walumbwa,
Avolio, Gardner, Wensing, & Peterson, 2008). It is shown in all, but above all,
judgmental attitude which in agreement to these inner values and high moral
standards, is IMP (Avolio & Gardner, 2005). AL is theorized to be the most suitable
practice of control for these days exactly because it gives information about tenets
((Warszewska-Makuch, Bedyńska, & Wilson, 2014). Existing investigations are
overflowing with demands to identify the abode of morals. Ethics play a very pivotal
role in leadership (Hoover, O‘Neil, & Poutiatine, 2014). For leaders in education
sector, the ethic of profession and ethic of personal moral integrity are very
significant, particularly in decision making. Studies have shown that self-examination
can show performance at tremendous level in making sure the reflections of
management movements in ethical uprightness. In spite of all, the disorderly
happenings around the world today, most importantly, human beings very much
remain moral beings. Everything is judged by ethics and morality (Greenbaum,
Mawritz, & Piccolo, 2015). Each story is covered with moral meaning. Leaders are
measured less by their efficiency than by their ethical perspective. Ethical behavior is
still very important in the world of today-being an ideal. A person who sacrifices his
own life for the sake of others, is readily rewarded. It is wanted by everyone,
particularly from others, although they may not agree to take it themselves
(Kutsyuruba & Walker, 2015).
Shapira-Lishchinsky (2012) argues that Individuals are not actually inspired to
act ethically. Rather, most individuals are ethical whited sepulcher for they seem
ethical but in reality they are not. She further posits that ethical and moral stability is
imperative for authentic leaders. Furthermore, ethical perspective of authentic leaders
53
shows moral performance, spirit, discernment, considered realization, transparency
and truthfulness. Eventually, AL makes stronger ethical integrity.
54
Figure 2.5 an illustration of the multiple ethical perspective approach to guiding
ethical leadership (Adapted from Shapiro & Stefkovich, 2016).
2.11.4 Balanced processing information
Balanced processing information means that authentic leaders communicate
information about themselves openly and freely without any prejudice (Gardner,
Avolio, & Walumbwa, 2005). It is clear and transparent processing of information in
which due attention is paid to the experiences, knowledge and outer response of the
followers. There is no hyperbolic comments and no ego-sheltering prejudices to twist
self-reliant information processing (Avolio, Luthans, & Walumbwa, 2004;
Walumbwa, Luthans, Avey, & Oke, 2011).
BP is the probe and inspection of viewpoints of persons and their detached
examination in judgment, challenging one‘s knowledge of one‘s preconceived notion.
Kernis‘s (2003) model of AL describes impartial and unprejudiced processing of
information leads to the progress of authenticity with absence of overstatements or
inner or outer falsifications. Gardner, Avolio, & Walumbwa (2005) noted that human
beings are naturally prejudiced and faulty as information processors. Balanced
processing connote that authentic leaders are able to attain resemblance between take
on guideline, and exterior realm. This balanced processing is perceived as a serious
part of the succeeding decision-making process mandatory for all leaders (Avolio,
2010).
Ethical Integrity
Ethics of
profession
Ethics of care
Ethics of
critique
Ethics of justice
55
56
2.11.5 Relational transparency
Relational transparency is the clear expression of self-disclosure and
applicability of standard principles, passions, inducements and ideas for the
introduction of self and for the sharing of information clearly for the enhancement of
confidence of followers to their leader (Wang, Sui, Luthans, Wang, & Wu, 2014). It is
the clear showing of self, sharing of free information and articulating of feeling and
thoughts, reinforcing of interactions with others and preparation of followers‘
attitudes and views by the leader (Rego, Vitória, Magalhães, Ribeiro, & Cunha,
2013).
The transparency of leadership has to accomplish predominantly a condition
of clarity and lucidity (Vogelgesang, Leroy, & Avolio, 2013). Unblemished
leadership shapes for a behavior which is defined as coherent, straightforward, and
stress-free to know and take to mean. There is no mysteries, enigmas and riddles, no
play-acting or fabricating ad misrepresenting the domino effect of taken judgements
and meanings lying behind them. Transparency is a way of obeying the rules
(Vogelgesang, Leroy, & Avolio, 2013). Being transparent means that individuals from
the atmosphere can with no trouble identify individual‘s intents, they can also
appreciate individual‘s way of thoughtfulness and performing; and perceive a
rationality and lucidity between them (Warszewska-Makuch, Bedyńska. & Wilson,
2014). Northouse (2014) accepts as true that leader, in any state of affairs and
irrespective of the contextual setting, has to be directed by the value and
righteousness, which are the foundation of leadership qualities. The next aspect is
interconnection and organization of philosophies of life and engagements of a leader.
Relational transparency is not built up and straightforward. There is close
connectivity among these components (Northouse, 2014). Flexibility is the strong
57
point of AL that can be used independently and jointly with other theories (Avolio &
Gardner, 2005).
Relational model is another strength which focus on FALD. Trustworthiness is
another asset of AL means to plug an identified mutual requirement for responsible
headship at an undefined time and its progressive method means that anybody-leader
or follower (Northouse, 2014).
All of the earlier components jointly are part of this relational transparency. It
requires high levels of frankness and self-revelation, which encourage confidence and
conviction in interactions (Gardner, Avolio, & Walumbwa, (2005). Kernis (2003)
posits that authentic leaders are actual, defenseless, and unpretentious.
2.11.6 Positive Psychological Capital
Sincerity shows the power and strength of leader (Wijewardena,
Samaratunge, & Härtel, 2014). Rego, Sousa, Marques, and Cunha (2012) explain that
the PPC of followers are influenced positively by the authentic leaders. Psychological
capital comprises four components: self-efficacy, hopefulness, cheerfulness, and
pliability. They put forward that an environment is cultivated and sustained by
authentic educational leader which encourages the work of authentic teaching and
learning.
Authentic leaders are not only the models SA, EP, BP and RT but also attract
and encourage both PPC and encouraging moral environment among coworkers
(Watts, 2015). Authentic leaders use information and augment confidence (Avolio,
Luthans, & Walumbwa, 2004). Scholars are in full swing to handle the coworkers‘
development inspired by the ALs style by measuring favorable outcomes such as
conviction, confidence, workplace comfort and welfare; inspiration, enthusiasm and
follower job satisfaction (Woolley, Caza, & Levy, 2011).
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59
2.11.7 Leader-followers interactions
May, Hodges, Chan, and Avolio (2003); Avolio and Gardner, (2005);
Gardner, Avolio, & Walumbwa, (2005); Walumbwa, Avolio, Gardner, Wernsing and
Peterson (2008) believed that interactions between leader and followers is revelatory
for knowing deeply of leadership practice. Leader-followers interactions are made
known rather than focusing on the leader as a personality. They found that
interactions between leader and followers are more important than the personality of
the leader for the achievement of organizational goals and the joint efforts of both
leader and followers is vital for understanding the outlook, anticipations and reactions
of both of them, which are crucial components for the development of organization.
Avolio and Gardner (2005) highlighted that from understanding leader-
follower interactions, opportunities to be derived for the attainment of aims of
organization. They further suggested that intrinsic mutual and shared learning and
knowledge generation lies in the leader-follower vigor and vitality which, is a strong
base for building innovation and trust in organizations and the issues of integrity,
veracity, truthfulness and uprightness become apparent.
Gardner, Avolio & Walumbwa, (2005) echoed that human resources require
roadmap, trainings and meaningfulness in their activities in these days of rapid
changes occurring in our world of today, and they are permanently searching for
leaders who could assist them legitimately and plainly with honesty attached with
lofty ethical values. Human resource, further need those who have unwavering
philosophies of themselves as well as of the organization and have the skill to
facilitate the followers to also build up their own philosophical foundations
(Novicevic, Harvey, Buckley, Brown, & Evans, 2006).
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Followers‘ empowerment is the basic part of authentic leadership (ALs)
(Emuwa, 2013). The encouraging interactions between leader and followers makes
ALs. The purpose of authentic leader is to shape his /her followers in such a manner
that they can get constructive values, strong sentiments, feelings, passions, and
attitude. He tries to influence followers and improve their self-awareness, self-
regulation and inner authentic behavior and to create a strong relationship with them.
The establishment and development of authentic relationship faces many difficulties
i.e. leader‘s action, followers‘ response, followers level of trust, followers
engagement and workplace well-being (Tapara, 2011). Van Knippenberg and Sitkin
(2013) study presented values and attributes, risk taking, and more motivated effort in
work, predict their inclination for certain leadership style to some extent, either
charismatic or task-oriented leadership. They perceive that a leader assist them to
fulfil their requirements and achieve their objectives and goals; enrich their creativity,
kindle their experiences for the development of organization. They are provided better
opportunities to determine their specific strong points and learn how to be able to
know their weak points, which polish their inner feelings. The perception and
attractiveness of the followers are different to different leadership styles and are
specific to that context (Middlebrooks, 2015). Diverse factors are involved in
followers‘ attachment to their leaders and leadership styles. There is also difference in
the interpretation of the qualities and attitudes of leaders, some seem proud, some
seem meek, co-operative and non-co-operative, accommodative and non-
accommodative; transparent, non-transparent; ethical and unethical and so on.
Gardner, Avolio, and Walumbwa (2005) contend that the rapid change in world
scenario has pressurized individuals and created uncertainty at large scale, therefore,
people wish for true direction and straight guidance which produce trust and
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commitment alternatively for organizational development. The behavior of authentic
leaders is counted by followers, concerning self-knowing, interpersonal transparency,
moral perspective, genuineness, poised dispensation facts and figures and
commitment to values and principles. The followers build up trust and engagement if
they believe in their leaders‘ words and actions and by this they can improve their
performance within organization (Kutsyuruba & Walker, 2015). To be authentic, it is
obligatory for leaders as well as followers to have awareness of their values and
beliefs. If followers have no self-awareness and they blindly follow their leader/s,
they are followers but not authentic followers due to lack of authentic attributes. AL
has the attribute to uplift its followers morally and ethically to the upper level of
decency and inspiration (Zhu, Avolio, Riggio, & Sosik, 2011). Authentic leaders have
strong impact on the ethical individuality- the ability to know moral boundaries and
moral passions of their followers. Followers are getting direction for taking moral
decisions, showing commitment to their ethical principles, taking motivation and to
act ethically from their authentic leaders (Banks, Gardner, Guler, & McCauley, 2016).
Gardner, Avolio, and Walumbwa (2005) contend that there is positive impact of
leader on the followers until they themselves become leaders. Luthans and Avolio
(2003) describe authentic leaders true to themselves and act accordingly, so influence
positively followers and transformation of followers into authentic leaders becomes
clear. AL are playing their positive roles in developing followers into leaders
(Gardner, Cogliser, Davis, & Dickens, 2011). AL are practicing constructive passions
and making availabilities of occasions for self-sufficiency and self- development;
encouraging influence and additional energy (Ilies, Morgeson & Nahrgang 2005).
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2.12 AUTHENTIC LEADERSHIP IN THE LIGHT OF
EMPIRICAL STUDIES
Shokooh, Pourkiani, Moghadam, and Madadi (2015) studied the research
topic AL a new approach to improve the effectiveness of leadership in organization in
the Kerman Branch, Islamic Azad University, Iran. The objectives of the study were
to refer to the notion of AL to counter to let-downs and other deficiencies of
management styles grounded on their dearth of courtesy to morals, guide the people
having rising multitude of purposes and unethical behaviors and bad custom of
immoral activities; and concentrate on the enhancement of organizational
effectiveness; make strong approaches and performances of cohorts and shape
associations between privileged and non-privileged in all organizations. The paradigm
is constructivism. The qualitative design has been used. Data were collected from
documents and different views of different authors have been given about AL, the
nature of AL, leadership effectiveness, and AL impact on organizational
effectiveness. It was concluded that authentic leaders can bring positive changes in
organizational effectiveness with the help of AL attributes- transparency, self-
regulation, balanced processing, integrity, self-awareness and knowledge generation
as compared to other leaders.
Studies have shown that competitive channel of communication took quickly
forthcoming select few persons who can efficiently lead organization into a better
position (Preston, 2013). Struggles of the researchers have steered that authentic
leadership theory (ALT) can resolve the inadequacies, scantiness and meagerness of
previous notions of leadership, therefore, ALT is considered as broad and ample
solution that has been suggested (Zhang, Everett, Elkin, & Cone, 2012).. Authentic
leaders know themselves. They behave as they think. They set moral standards, and
inform their co-workers their understanding and capabilities. They are trustworthy,
63
positive, sanguine and elastic and have high moral character, have to accept ambiguity
and peril, have ability to shoulder obligation and confess slips (Gardner, Cogliser,
Davis, & Dickens, 2011). They are the symbols of morality. They keep themselves
away from blunders and malpractices (George, 2004). According to Gardner, Avolio
and Walumbwa (2005) honest leaders are the symbols of hopefulness, confidence,
optimism, and flexibility. They are future-oriented and ethically strong. AL keep
extraordinary principled philosophies in practical life and establish translucent
understanding with co-workers to enrich their minds with clearness, conviction and
lead them for the achievement of greater targets (Ladkin & Spiller, 2013).
Shapira-Lishchinsky and Levy-Gazenfrantz (2015) explored the topic AL
strategies in support of mentoring processes in Israel. The objectives were to explore
whether novice educators take in their gurus/advisors as AL and to determine how
these discernments influenced their management tactics. The sample of the study was
60 novice teachers 48 female and 12 male from different areas- leaders, form group
leaders and novice teachers. The data collection tool was semi-structured interview.
From analyses, it was concluded dominant teachers were acknowledged as AL who
were the epitome of SA, RT, BP, PPC and EP. Moreover, it was noted that AL play
pivotal role in the development of the novice teachers as AL by the application of
management stratagems: visualizing, charming, appraising, shimmering, replicating
and intensive care. This study favors my study and the gaps in the study are mix
method research design which was not adopted.
Zhang, Everett, Elkin, and Cone (2012) explored the topic AL theory
development- theorizing on Chinese philosophy. The objectives of the study were to
develop AL theory from perspective of sociology and philosophy. The design of the
study was qualitative. Multiple case methodology was adopted to collect data. Simi-
64
structured interviews and participant observation were used for in-depth
understanding of the phenomenon. The population was all Chinese organizations and
sample was only eight SMEs (small and medium-sized enterprises-four POEs (private
owned enterprises and SOEs (state owned enterprises) organizations. The theoretical
framework was western model of AL and conceptual framework was to develop AL
model in Chinese context. The findings of the study have shown that Chinese
authentic leaders have similar authenticity to ―the self‖ and having more propensity to
―the context‖ in everyday practices. So the study proposed a new AL Model for the
dynamic assimilation of ―the self‖ and ―the context‖ as evidenced by Chinese
organizational context. The gaps in the study are that the researchers did not use the
mix method research approach and do not touch educational institutions. AL exhibit
strongly PPC to build up their devotee‘s faith theoretically and practically.
Nikpay, Siadat, Hoveida, & Nilfrooshan, (2014, April) studied the topic
developing a model for effect of perception of AL on individual oriented and
organizational oriented organizational citizenship behaviors at universities. The main
objectives of the research work were to examine AL as a new-fangled tactic in the
zone of Higher Education to restrict behaviors and performances of academics-faculty
members, define behaviors and transmit to the organs of the organization. They
targeted key words- AL, components of AL, and organizational citizenship behavior.
The methodology was correlational research. The population was all faculty members
(560) working at 15 faculties of the universities of Khorram Abad city-Iran. Sample
of 270 was first selected through stratified sampling techniques and then random
sampling technique was used to employ tools of measurement. Two questionnaires
ALQ (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008) and self-report
questionnaire were administered to collect data. Correlation coefficient and Chi
65
Square were used for analysis. The findings of the study showed that perception of
AL significantly impacts individual oriented organizational citizenship behavior
(IOOCB) and organizational oriented organizational citizenship behavior (OOOCB).
Hwang and Lee (2015) studied the topic structural relationship between AL,
organizational communication, organizational effectiveness, and psychological capital
of office workers in Korea. The objectives of the study were to find out organizational
association of AL, administrative communiqué, managerial efficiency, and PPC of co-
workers in different organization in Korea. The population was the office workers of
D Metropolitan city. The sample of the study was 520 office workers. Purposive
sampling technique was used for sample selection gender-wise, age-wise and
education-wise. Data were collected through questionnaire within span of one month.
The tools- Authentic Leadership Inventory (ALI) scales technologically advanced by
(Linda & Chester, 2011) modified by (Koo, 2013). Organization Communication
Scale (OCS) developed by (Eum, 2011), Organization Effectiveness Scale (OES)
revised by (Baldauf, Cravens, & Piercy, 2001), Scale for Organizational Commitment
(SOC) developed by (Jung, 2011), Psychological Capital Questionnaire (PCQ) found
in (Lee & Choi, 2010) developed by (Luthans, Youssef & Avolio, 2007) were used to
collect data. Different tools were used for data analysis.
After analysis, the results showed that structural efficiency, AL, PPC and
administrative communiqué showed significant correlation and it was found that AL
influenced on the organizational effectiveness, and organizational communication and
organizational effectiveness but did not have influence on Psychological capital. The
gaps in the study were found that the researcher has not included educational
organizations human resources which has to be filled.
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Nick (2014) is of the view that outer border management is very necessary for
continued existence and leader is responsible for it. The organization must have
vision, mission, care, share and dare; and tactics and resources for the implementation
of this management approach to achieve the desired goals and objectives. The leader
must have some quantitative criterion for the proper assessment of goal achieving-
oriented activities and the leader must have some way of modifying and improving or
mending and revamping strategies if aims and objectives are not being attained.
The impact of AL and ethical firm culture on auditor behavior is an article
which focuses on the four concepts of AL which favor some parameters of the study
under investigation, the objectives of the study were to examine co-workers‘
discernments of front-runners within the audit line of work and the spearheads‘ likely
influence on firm values and auditor conduct. This paper investigated the
unprofessional behavior which resulted professional failure and fiscal indignities. This
study surveyed the perceptions of audit seniors‘ of their influential through a morals-
based structure: that of the authentic leader. Hypotheses were developed and tested
about AL and behavior of the auditors. Relational transparency, ethical perspective,
BP and SA components were taken into consideration. The sample was 120 senior
auditors (67 % male; 33 % female) and ALQ (Walumbwa, Avolio, Gardner, Wensing,
& Peterson, 2008) CEV and EPQ and online survey at (SurveyMonkey.com) were
used to collect data from 436 senior auditors for authenticity of the data. Data were
analyzed. Significant negative correlation between firm values and auditor conduct
was shown. The significant impact of AL on moral firm values and audit conduct was
also noted. The study further suggested that the same can be conducted on firm
leaders, firm managers and partners. The deficiency is that the impact of AL on
teachers‘ professional development, teachers‘ academic performance, development of
67
ethical behavior, improvement of knowledge can be conducted, because senior
auditors are human beings and the study can be surveyed on other human beings
related with disciplines (Morris, 2014).
Bempah (2013) surveyed interpreting ALs: a cross- cultural comparison of
two universities in Ghana and New Zealand and found that expectations and
preferences are not the same in diverse culture. This further influences priorities in
value system. He compared the preferred AL in two universities from leader and
followers‘ point of views. The objective of the study work was to explorer the AL
attributes in diverse cultural context. He used Q methodology for data gathering from
60 participants, 30 each from each university. Q method is both quantitative means
for measuring subjectivity, having heavy reliance on factor analysis and qualitative
technique for measuring operant subjectivity. The uniqueness of Q method as
qualitative tool is that it is structured and scientific. The Q method contains five steps,
starting with gathering related accepted wisdom, views and attitudes; picking out and
devising significant declarations; choosing partakers for scrutinizing the statements
and collecting and analyzing of data. The first step is the concourse building for
which he used interview tool from 70 persons from universities and 2 NGOs in Ghana
and New Zealand. The second step was Q sample which was of participants for study.
Kernis model mapping of AL was employed for comparing and matching of
statements. The third step is a Q sort- the resultant structure of agreed and disagreed.
The next stage deals with scrutiny and clarification of the Q sort data by the
application of PQ software (Schmolck, 2002). Likeness among different dimensions
is indicated by the size and importance of the correlation coefficients. The last step is
the interpretation of the factors obtained from the PQ software. A further analysis in
the form of Pearson‘s rank correlation was conducted on the results to ascertain the
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existence of correspondence between the factors in the organizations in the two
universities. A meta-analysis was then performed to find out the exact similarities
existing between the factors in the two cultures. The findings of the study showed that
different cultural contexts exhibit some common shared preferences for AL attributes
but some are context-specific. The universality of some AL attributes is common but
context-specific attributes have their own significance in defining authenticity in
leadership. The findings are useful in training design for future leaders and also have
a paramount importance in contributing to the cross-cultural dimensions of AL
attributes in AL theory.
2.13 AUTHENTIC LEADERSHIP AND ORGANIZATIONAL
DEVELOPMENT
A solid underpinning for genuine and viable organizational development can
be expected when followers recognize their leaders confident and optimistic (Kuna &
Nadiv, 2015). Peterson, Walumbwa, Avolio, and Hannah (2012) signify procedure of
acknowledgement that occurs between influential and influenced, there will be more
inspiration, work enthusiasm, assurance, and contentment among supporters. Avolio
(2010) also stress commitment as a result of AL in organization. May, Hodges, Chan,
and Avolio (2003) state that AL motivates supporters who practice more gratification
just by performing in harmony with his/her ethical principles.
2.14 ORGANIZATIONAL DEVELOPMENT
AL play constructive role in the development of co-workers because they
adopt the way of optimism rather than pessimism. The quality of good conduct grant
AL the upper hand. This is the philosophy of authentic leaders and focus on only right
things in the organization. Wollard and Shuck (2011) argue that enhancement of
intrinsic management system, improved capacity of organization and due
69
concentration on professional development of workforce are vital parameters of
organizational development.
All individuals are self-ostentatious and wish to sense advantageous,
understand worthwhile and realize a feeling of importance. They try to get applause
from others and wish others to get inspiration from them. They desire for deference,
admiration, and consent. AL authorize co-workers as they see confidence and aptitude
in their personalities. Authorization makes stronger an individual‘s conviction and
trust in his/her hoping and hopefulness and is most important to organization
productivity, proficiency and usefulness. They are inspiring, emphasizing the best in
all followers, looking for to brighten their talents and powers, with simultaneous
concentration on developing these competences and realizing their optimal potential
(Moore, Cangemi & Ingram, 2013).
AL theory assumes resultant negotiation which produces constructive notions
which brighten progressive achievements, standards, powers, and requirements within
organization. ALT does not deal with off-beam and in its place puts concentrations on
on-beam. A variance of such type in investigation is a pattern move. It is a style
which engender encouragement in the attitudes of coworkers; a stress on triumphs and
not let-downs (Avolio & Walumbwa, 2014).
AL is a value-based approach concentrating on constructive notions and
optimistic attitudes about persons and work. Some things are working sound. These
are called best practices and could be rewarded. The constructive realities of the group
must be supported. Workforce‘ confidence may be strengthened and the more
motivating attitudes on the part of the authentic leaders be determined. The creative
potential of the followers could be given expression. The suggestions and ideas and
voices of the followers be heard and valued. Opportunities may be provided for
70
illumination. It is a human need to value someone‘s work and consider it important,
significant, special and valuable. Authentic leaders try to find suitable means to
satisfy the then needs. AL approach is positive approach rather than negative (Moore,
Cangemi & Ingram, 2013).
When leaders become well conversant with particular manners related with the
success of organization, identifying these behaviors—particularly applauding them—
purely intensifies the likelihood, these behaviors will appear again and will take place
repeatedly (Kuna, & Nadiv, 2015). Through ALs, values of optimistic enactment and
incessant enhancement is shaped. Shapira-Lishchinsky and Levy-Gazenfrantz (2015)
posit that AL are the mirrors of poise, vigor, fervor and enactment. AL are inspiring
and boosting, emphasizing the best in all followers, looking for to sparkle their talents
and strong points, with simultaneous concentration on mounting these competences
and realizing their optimum potential. They are in quest of harnessing the powers of
all followers in organization (Omar & Hassan, 2015).
When followers at all levels are reinvigorated to ask, to attempt, to reflect, to
continue their constructive behavior, leading institutions to success and efficiency, is
the task of Authentic Leaders. They have strong organizational influence and
intellectual image of organizational development. AL take delight in improved self-
esteem because their leadership raise the spirits of followers to discern, sense, and
comprehend; and they are vigorous to the achievement of organization. It identifies no
individuals performing sharply shorn of some type of encouraging appreciation and
appreciating followers get unsatisfied when chances of their capabilities, power are
repudiated. They bring transformation in workforce and institute, and it is up to their
front-runners to assist them sense that way (Jourian, 2014)).
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Authentic leader holds coordination among all members, convince followers
and builds confidence of companions to look for motivating and carry on developing.
It holds concentrating on behaviors indispensable for optimistic activities, inordinate
efficiency, and better realization of the prospective the organization has to deal. It is
the capability to take advantage. The strong points of an institute make available the
underpinning for its accomplishment in the upcoming year. No one is inborn as an
Authentic Leader. As indicated formerly, it is a dexterity that is learnt. AL have faith
in followers wish the best for achievement (Genovese, 2014).
Authentic Leaders discern followers and are at ease express approval to
followers and raise their spirits toward optimistic attitudes; understand their struggles
– most yearn for earned praise, a positive and boosting gesture and other actions.
They are acquainted with rewarding struggle and development of significant attitude
and identifying realization of purpose. They understand their state of mind. They
have the powers to develop followers‘ commitment (Wollard & Shuck, 2011).
In non-profit organizations and particularly in educational institutions,
challenges are faced. Leadership is an important element in the achievement of non-
profit organizations. In non-profit organizations, particularly, in educational
institutions, professional development of teachers plays a very significant role in the
attainment of organizational goals (Kramer & Nayak, 2012).
2.15 TEACHER PROFESSIONAL DEVELOPMENT
Development means making progress and advancing. It also means becoming
better. When someone or something grows or changes and becomes more advanced is
said to be developed. Professional means linked to activities that require exceptional
physical activity and tutelage. It connects knowledge, skills, and competencies.
Therefore, professional development is name of progress and advancement through
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high level of education and training and the provision of such programs, trainings and
other skills for the improvement and growth of teachers within educational
institutions for the betterment of followers‘ performance is called teachers‘
professional development-TPD (Shapira-Lishchinsky, 2014). There are two types of
development. One is horizontal development which is progress of new skills,
expertise, abilities, aptitude, capabilities, talents, and behaviors, actions, deeds,
manners, conducts and performances. Developmental researchers have revealed that
grown-ups do really carry on to progress by intellectual growth and develop finer and
finer (Kedian, Giles, Morrison, & Fletcher, 2016).
Quality education was made available by government sector in our country has
not been strong due to near to the ground level of teacher competence, dearth of
teaching space materials, out-dated curriculum, lack of proper assessment system,
non-availability of learning materials and poor governance and mismanagement. It is
indicated by research studies that AL, teacher quality and good governance
significantly influence TPD and eventually followers‘ development. It is suggested by
literature review that teacher quality is dependent on the quality of teacher education,
teacher competence, training and the provision of post-training support. The teachers
must have a crystal clear concept of how grown-ups and kids learn best, understand
instructional pedagogies, vigilant in classroom, research oriented, a role model in
learning and symbol of reflection with students about instructional practice (Shapira-
Lishchinsky, & Tsemach, 2014).
Teachers‘ competence, relevant curricula, system of assessment, pedagogical
methods, teaching learning environment and instructional materials are the
components of different policies. Teacher education was strongly criticized that there
is a commitment gap between teacher achievements of objectives in relation to
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students learning outcomes. However, teacher education (TE) is not only the
explanatory variable for followers‘ development but teacher is considered as the
lynchpin for FALD. As far as TPD is concerned, deficiency of ample visualization
and course of action has been observed on TPD to enhance teaching into a developed
profession status. There is a need of teachers and education experts in policy
formulation but they are deprived of their due share and right in the mechanism and
are not involved (Avalos, 2011).
Teacher development is well thought-out particularly fruitful when teachers
lead the program and define the single-mindedness, scope and nature of the
programming presented. The personal and professional experiences of the teachers are
considered valuable for playing a significant role in defining what they and how they
acquire from the opportunities of professional development (Saleem, Masrur, &
Afzal, 2014).
Saleem, Masrur, and Afzal, (2014) showed that paradigm change is occurring
in traditional teaching-learning process (TLP), and the concentration of educational
agendas is on the promotion of teachers‘ competency and performance. The provision
of education for all without any discrimination is the need of the hour. The dynamic
force is the lifetime learning which sustains in the current competitive setting. It is
suggested that to bring change in the surrounding and society is to change
himself/herself first (Guskey, 2002).
Holmes & Mockler, (2015) suggested that teachers can gain professional
development through experiences, when they are transmitting knowledge and
information to their followers, under the true guidance of their leaders. They also
argued that teacher educators are regularly faced with finding an equilibrium between
responding to student teachers‘ real requirement to improve their skills professionally
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and authorising them to be dynamic followers and designers of their own knowledge
capitalism. Besides, authorizing the leader teachers with organizational competence,
it is also the duty of leaders to generate a motivating environment to convey their
program efficiently. Furthermore, it is mentioned by the researchers that if it is the
wish of the leaders to benefit the followers. Additionally, it is indicated that teacher
professional development programs have to jump viewing into the practice with new
eyes and find ways of making opportunities for the professional development of
teachers by the leaders.
Men and Stacks (2014) argue that leaders are significantly related to
followers‘ development as professionals. They suggested that no development is
possible without action and no action is possible without development.
Professional development is an action that is projected partly or mainly to get
ready followers for better-quality enactment and performance in their current or
prospective roles. It is explained that PDP (professional development programs) are
organized struggles to alter teaching space practices of teachers, in their outlooks and
philosophies, and in the learning results of pupils (Guskey, 2002). Saleem, Masrur,
and Afzal (2014) state that professional development supports teachers in augmenting
their knowledge and mounting innovative pedagogical practices, which alternatively
empower them to contribute professionally in the development of educational reform
and change in classroom practices as well as transforming followers into authentic
leaders. Professional development is a grave activity for ensuring that teachers keep
abreast of the modifications in the educational settings, turn out to be acquainted with
innovative techniques of teaching and the use of technology.
The local, national, global and donor agencies have given advices to Pakistan
that public teaching system is not pacing with the time and not working in connection
75
with PD of teachers. The lack of AL, lack of commitment, lack of accountability, lack
of incentives, lack of charming career opportunities and lack of motivation are the
major issues for teachers‘ professional development. These issues are resulting from
the system itself. The output of government institutes are not up to the mark. They are
becoming burden on the shoulders of the government. The Teachers‘ Training
Institutes (TTI‘s) are showing no positive results and their service delivery is not
fruitful but deleterious and harmful. Provincial Institutes of Teachers Education
(PITE) with the help of Asian Development Bank (ADB), proved ineffective. The
PITE‘s and RITE‘s (Regional Institutes of Teachers Education) have only addressed
the issues rather than correcting the root causes (Saleem, Masrur, & Afzal, 2014).
Teachers‘ professional development (TPD) is a move away from traditional
notion but to adopt new and innovative methods, transformation of policies and
process that support the TPD. Situational analysis and strategic framework are two
overarching factors for TPD. Pakistan has a treasure of education professionals who
are committed to the aim of enhancing TPD which further lead to the enhancement in
new generation of policies and practice- professional performance (Avalos, 2011).
Avalos (2011) also stressed that PD is a dynamic and vibrant constituent in
almost every single current proposal for educational change and improvement.
However, Guskey (2002) has discussed that although professional development
intends to bring about constructive transformation in the teachers‘ philosophies and
enactment, the results of PD are not always as expected. He states that the results of a
professional development activity also depend on the procedure through which it is
carried out. Holmes & Mockler (2015) proposed the following key points for
professional development to be successful: 1) the ability to encourage and motivate
teachers to collaborate with their colleagues, 2) access to resources and administrative
76
support, and 3) the development of a community of teachers using technology. Avalos
(2011) posit that PD for teachers is successful when teachers seize opportunities to
share knowledge, learn from peers, and collaborate on real-world projects. They also
believe that the failures of past professional development have been caused by a
mostly top-down approach to professional development (from policy makers to
teachers), and thus, they recommend ensuring collaboration among all stakeholders in
professional development programs. PD is present in the practical life of instructors
in classrooms as well as in the outer domains. Avalos (2011) further states that
instructors who on a regular basis take part in practised communications and actions
yonder their teaching space impart in techniques that vary from those of educators
who have negligible interaction with their colleagues or profession. Furthermore, it
has been noted that PD chances single-handedly were not adequate in encouraging
improvement. Both teachers and training produce durable outcomes and followers are
not only gathering information, but also creating it. Baloch (2015) contend that the
role of higher education as a communal virtuousness lasts to be basically significant
with the academic transformation taking place in the 21st century due to the
technological invasion of the global world. They position higher education to enrich
the souls with all kind of qualities necessary for the development of the society in
alignment with global standards. Khan and Kamarul (2013) argue ―teacher education
programs need to adapt to rapid changes of new technologies and stay aligned with
the contemporary era‖ (p. 210).
To describe and conceptualize what is required from teaching professionals in
the 21st century, the concept of technological pedagogical training has been developed
(Shapira-Lishchinsky, 2014; Baloch, 2015).
77
Numerous professional development articles published in international
journals (2000-2016) and these articles offered professional development of teachers
in the relevant literature in numerous diverse ways and discussed the different
parameters-reflection (Warszewska-Makuch., Bedyńska. & Wilson, 2014),
technology (Avalos, 2011), teaching (Westbrook et al., 2013), team work (Hofman &
Dijkstra, 2010), pedagogic exchanges (Jurasaite Harbison & Rex, 2010), self-efficacy
(Ross & Bruce, 2007) of TPD. But such efforts were made to know professional
growth of instructors to assist learners‘ balanced development. It is a multifaceted
procedure that needs intellectual and emotive immersion of instructors on their own
way as well as jointly have aptitude and alacrity to observe principles and
representation of substitutes for enhancement and transformation. There are gaps in
these studies. Follower leader interaction and follower authentic leadership
development were not examined or explored. So to fill these gaps, there is, thus, an
endless necessity to start the investigation of organizational development in relation to
authentic leadership.
Pedagogic practice is advanced through interface between attitudes of
teachers, what they sort out in the classroom and what they perceive as the product of
their practice. Teachers‘ attitudes promote the use of interactive and communicative
strategies; which further expedite enactment of instructional activities. Feedback,
constant concentration and inclusion; generating a benign atmosphere in which
followers are sustained and practiced the strategies that encourage this interactive
pedagogy. These strategies develop flexibility in classrooms, shared-task discussion,
encouragement, demonstration, PCK concentration and planning. The most active
teachers practice communicatively, with due concentration on learners and have a
substantial influence on followers‘ learning (Westbrook, et al., 2013).
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Professional development is an all-encompassing including training in shared
societies. Teachers say that a lot of recent PD contributions are not appropriate, not
operative, and most significant of all, not linked to facilitating followers learning. PD
looks diverse in every context. It has to be adapted positively. Courses, conferences,
workshop and PD learning societies are the different aspects for the professional
development of teachers. Teachers in robust collaborative settings perceive
significant benefits in their daily work. Rigorous training is concentrated on new
teachers (35%) and struggling teachers (25%) and 40% on all other teachers. Teachers
all get observed by the leaders. Teachers are highly satisfied with collaboration. AL
have the ability to overcome the hindrances in the way of TPD (Northouse, 2014).
Professional development indicates to awareness, understanding, expertise and
knowledge achieved for personal development in professional progress. Information
is regarded as dynamic in rapidly moving scenario. New abilities and talents ae
demanded with altering setting (Saleem, Masrur, & Afzal, 2014).
Holmes and Mockler (2015) argues that there is no lack of progress in the
generation of information with shifting move and it is essential for person to know the
latest facts, ideas, events and discoveries accordingly. The method of teaching in past
is not working today and the way teachers teach today may not work in future,
therefore, it is imperative for teachers to keep abreast of the times and all that is
passing in the world with the help of new information and proficiency. Guskey (2000)
contends that professional development is a deliberately planned, unending and
systematic process that aims to improve the professional knowledge, skills and
attitude of a teacher for the enhancement of organizational outcomes. The prominent
factor of effective teaching is to know, attain sufficient knowledge about course for
dissemination knowledge and get improvement (Jadama, 2014).
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Teachers use different skills and techniques for creative and effective teaching
and get motivation from new environment and admit their role, strong points and
talents for the preparation of effective teaching. Professional development mentions to
abilities and understanding of balanced development. TPD is well-defined as
undertakings that progress teachers‘ talents, information, know-how and other
individualities as a teacher (Avalos, 2011).
Salim, Masrur and Afzal, (2014) highlighted that professional development
refers to backing, educating and training with the help of professionally skilled
persons. The use of techniques improve instruction for achieving better results. He
further posits that professional development contains all kinds of activities that
improve knowledge, skills and understandings of persons to enhance the competence
and organizational efficiency.
PTD needs many approaches. Salim, Masrur and Afzal, (2014) contend that
there are three approaches for Teacher Development: - awareness and proficiency
growth, self-knowing, and environmental modification. Beliefs and behavior are even
changed by teacher development. Context has a paramount importance in teacher
development. It can make or mar the efforts of teacher growth.
Shapira-Lishchinsky (2014) posits that there is a significant relationship
between organizational outcomes and TPD training. She noted attitudinal
modifications in teachers have been observed in the aftermath of training. She further
found training results in instructional expertise. A number of research studies
(Avalos, 2011; Salim, Masrur & Afzal, 2014) reported encouraging brashness of
teachers towards PDT and concluded tremendous change in teachers after partaking in
PDP.
2.15.1 Work engagement
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Etymologically the word work means to perform, to take part in or to achieve
something. In the earlier days, work was regarded as a human legal responsibility.
Work has been defined as an incessant engagement to produce things, make the
availability of services, for salary. Abu Bakar (2013) gives a definition of work as a
determined social doings comprising corporal or psychological application that is not
taken on merely for delight but has financial or emblematic appraisal.
External prizes and inherent booty are the agents of work. Intrinsic motivation
is the main source of doing work (Shapira-Lishchinsky, 2012). Work has been granted
respect in 19th
century. Work bring amusement, gratification, pleasure and a sagacity
of attainment. Work is morally wanted and is believed honorable, noble,
praiseworthy, decent, worthy, and self-sacrificing and a laudable action for co-
workers to engross in (Demerouti, Bakker & Fried, 2012).
Work is a source of economic power. Secondly work was believed to central
life activity. Thirdly, it is a painstaking enterprise with a resilient stress on performing
a task assiduously. Followers are encouraged to yield the maximum result. Fourthly,
work is an agreement which highlighted the mutual objectives of followers and
leaders (Giallondardo, Wong, & Iwasiw, 2010).
Figure 2.6: Job Demand-Resource model
Motivation
Physical
Support
Mental
Emotional
Etc.
Autonomy
Feedback
Etc.
Job
Demands
Job
Resources
Strain
Org.
Outcomes
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Figure 2.6 Source: Bakker, Hakanen, Demerouti and Xanthopoulou, (2007, p.
313)
Earlier research works reliably have revealed that career means in
organization- pay, career development and training; social relation such as societal
backing from followers and front-runners, and tasks-skill assortment, self-sufficiency
are significantly correlated with follower commitment (Baker, 2007).
There is a chronic competition among organizations for their survival and they
strive to lower prices, minimize costs, and downsize the strength of the labor force as
well as to think about the restructuring of organizational processes. In place of these
practices, the management of human resources is imperative for the existence and
progress of the organizations. The move from negative practices to positive practices
is the soul of organizational growth and building work engagement. Resultantly,
many research papers concentrate on the assignation of workers, keeping them busy
for the betterment of organization (Baker, 2007).
The idea of work immersion has flashed prevalent attentiveness over ten years.
Co-workers are regarded the best weapon the organizational effectiveness. Busy
workers are those who give full determined struggle at work, and are highly energetic,
dynamic and devoted to their job, while detached workers are those who are
emotionally standing apart from work, who do not have the muscle to work hard and
who are less excited at labor. Work business have emotional impact on efficiency,
effectiveness, followers‘ withholding and client amenities. Less research is presented
in the present-day frame of information regarding to encourage work commitment
(Saks, Gruman, & Cooper-Thomas, 2011).
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The energetic state of involvement is called work engagement. Engaged
workers are enthusiastic workers and see task challenging. The state of work
engagement is featured by the qualities of enthusiasm (Abu Bakar, 2013). Work
engagement was described as vigor. Vigor is dynamism, vitality and intellectual
flexibility while at work, the alacrity to capitalize power at work and perseverance in
teething troubles. Vigor links to accomplishment, hopefulness and achievement.
Secondly, dedication is completely and sincerely come into contact with interest, self-
importance and trial; and immersion in work. Thirdly, absorption refers to the sense
of satisfaction while doing work. Time is passing speedily, and one is immersed
completely in work and enjoying the work. Thus, a contented worker symbolized an
engaged worker (Bosch & Taris, 2014). Alfes, Shantz, Truss Soane (2013) drawing
on social exchange theory, the study posits that the effect of perceived HRM practices
on both outcome variables is mediated by levels of employee engagement, while the
relationship between employee engagement and both outcome variables is moderated
by perceived organisational support and leader–member exchange 297 employees in a
service sector organisation in the UK (328 out of 540 employees questionnaires were
completed: 61% response rate).
Figure 2.7: The relationship between AL work practices (ALWP) and work
engagement
2.15.2 Professional development training
ALWP
Comprehensive employee recruitment and
selection procedures
Performance reward system
Developmental performance appraisal
system
Extensive employee involvement and
training
WE
engagemen
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For a teacher, it is essential to be equipped with leadership capabilities and
moral character and ethical uprightness (Shapira-Lishchinsky, 2012). It was the
inaugurating session of HEC training workshop. The first speech was delivered by
Professor Dr Muhammad Ayaz Dean agricultural faculty. He delivered that along
with educational improvement, moral standards and leadership attributes have
paramount importance for teachers, because with education, teaching is also the
intellectual responsibility of teacher. The versatile teacher and prolific researcher put
emphasis on AL attributes while speaking out before the Higher Education
Commission (HEC) launched TTW (Teachers Training Workshop) at Gomal
University. Among the other participants were ex Dean of Arts Professor Dr Umar Ali
Khan, director IER Professor Dr. Asif Jamil, Workshop co-ordinator Dr. Allah Noor
Khan and lecturer Shehla Shiekh ( (Baloch, 2015).
Clearly speaking, the foundational skills acquired at the university level are
the building blocks for future practice, whereas field-based experiences provide the
application and expansion of skills through practical approach of training. Integration,
refinement, and reinforcement of those skills are accomplished through internship and
lifelong education. The university is the vehicle for collaboration and communication
within the field. Field-based practitioners and trainers can inform university education
with detailed feedback regarding professional preparation that students demonstrate,
and the university‘s training program can provide consultation and continuing
education through workshops and information sessions. Most importantly, the
university can and should serve as a mechanism to bridge the gap between research
and practice. University training teaches a trainee how to live in society, how to teach
in class, how to involve students in different activities and prepares teachers for the
battle of life. A university does not undertake to produce great writers, generals,
84
politicians or artists. It does not merely train it members for the various professions
nor is it content only with producing experts. Its object is mental culture and freedom
from prejudices, biases and bigotries of all kinds. It broadens the mind, enlarge the
vision, encourages intellectual independence and develops impartial judgements. It
enables a man to cultivate the capacity for clear thinking and expressing his views
effectively. It fits him to hold any post and teaches him his duty to other members of
society (Baloch, 2015).
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2.15.2.1 Contributions of learning innovation division in teacher
training
Learning Innovation Division (LID) is one of the branch of Higher Education
Commission (HEC) which was established in 2003 as an In-service Continuous
Professional Development (CPD) for the Higher Education Teaching Faculty and
university administrators across Pakistan to provide assistance them in maintaining
their academic excellence and qualitative governance by backing up their professional
requirements through open and modified programs.
An unspeakable necessity was felt to start the training of teachers at university
level as there is no precondition training standard at the induction time of new
lecturers and even there were no arrangements for in-service training. There are about
more than 22000 university teachers and it was very difficult to train them at once.
LID started teacher training at two levels, one by going to the doorsteps of different
universities and giving the training there and secondly by inviting volunteer teachers
at LID Islamabad. LID consists of three departments: LID – Learning Innovative
Department, NAHE – National Academy of Higher Education and ELTR – English
Language Teaching Reforms. LID is responsible for running five types of programs
which are Faculty Professional Development Program (FPDP), Capacity Building of
HEC Employees, NCES Seminars/Workshops, Short Term Faculty Professional
Development Program and Modern University Governance Program in which 346,
696, 401, 3871 and 221 (total-5542) individuals from various universities have been
trained respectively. NAHE is responsible to organize three types of programs,
namely Staff Development Courses, ICDL/ITE and Workshops/Seminars in which
they have trained 3726, 246 and 120 (total-4092) individuals respectively. ELTR is
assigned to run two programs namely, Long Term Fellowships and Short Term
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Workshops/Seminars in which they have trained 161 and 1343 (total-1504)
individuals respectively (Saleem, Masrur, & Afzal, 2014).
2.15.2.2 Master trainers-faculty professional development program
An eight to 12 Week faculty professional development program, held at LID
Islamabad, is designed for Higher Education teaching faculty to develop their research
skills and requisite professional skills. Fifteen such batches of FPDP have been
organized so far by LID in which faculty members of different Public and HEC
Funded Private Sector Universities got professional certification in their teaching as
well as research and management skills. The faculty members developed as Master
Trainers disseminate similar training in their respective institutions. So far more than
500 Higher education faculty members have benefited from it and they are serving as
Master Trainers in their respective institutions (Saleem, Masrur, & Afzal, 2014).
The study of Saleem, Masrur, and Afzal, (2014) suggests that the course of
professional development training has been effective in achieving its goals as shown
by the scores of post-test were 2 sigma higher than scores on the pre-test. It is
recommended that more research on the other factors of the instruction and the
contents of the training may be conducted in order to ascertain specific prerequisite
interventions for enhancing the effectiveness of the faculty professional development
program.
2.15.3 Job satisfaction
Employee job satisfaction tends to have a large effect on organizations. When
an employee has a higher job satisfaction level, the employee may contribute more
positively to the overall success of the organization (Wijewardena, Samaratunge, &
Härtel, 2014). Stamps (1997 as cited in Wijewardena, Samaratunge, & Härtel, 2014)
offers a fundamental definition of job satisfaction as ―conceptually defined as the
87
extent to which employees like their job‖ (p. 13). When low job satisfaction is proven
to result in absenteeism, turnover, stress, and less commitment to an organization, the
overall productivity of the organization is in jeopardy. Companies stand to lose a great
deal of money and productivity if employees are not satisfied.
The costs of turnover and absenteeism alone can be very large for a company
with job satisfaction issues amongst the employees. The relationship between
leadership and job satisfaction is one of critical importance due to the ongoing efforts
of management to drive worker performance based on the employees‘ positive state of
mind (Block, 2014). This premise is also supported by Walumbwa, Avolio, Gardner,
Wernsing and Peterson (2008), who more thoroughly examined the leader-follower
exchange model and found AL to be a significant predictor of follower trust and
employee satisfaction. Giallonardo, Wong, and Iwasiw (2010) found in a study of the
nursing industry that the exposure of newly graduated nurses to a nursing preceptor
(lead nurse) who demonstrated an AL style positively predicts the newly graduated
nurses‘ job satisfaction.
According to Chiaburu, Diaz, and Pitts (2011), AL produces satisfied direct
reports by establishing trust, which leads to social exchanges that benefit the entire
organization. They further posit that the positive attributes of authentic leaders‘
actions can be used to influence organizational outcomes by example and good
leadership adds to a healthy environment in which direct reports are encouraged to
feel emotionally safe. Laschinger, Wong, and Grau (2013) link the limitation of
employee burnout to a positive AL style. They assessed the Canadian nursing
industry, which experienced an absenteeism rate 58% higher than the overall labor
force and concluded that a supervisor‘s AL behaviors are related to higher levels of
structural empowerment, which, in turn, are related to lower emotional exhaustion.
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Numerous researchers have studied job satisfaction in a plethora of industries
to determine what employees need in order to be satisfied in their jobs. Studies
involving the job satisfaction construct have been widely conducted in industries such
as nursing and healthcare, oil and energy utility, services, construction, and banking
(Giallonardo, Wong, & Iwasiw, 2010; Morris, 2014; Toor & Ofori, 2008; Testa,
2001). Testa (2001) describes job satisfaction as a significant concept to
organizational leadership as well as workplace turnover. In his study, Testa sampled
425 service employees from 24 departments of a cruise line and a food service
organization. The behaviors of the leaders studied strongly predicted direct reports‘
satisfaction and related job attitudes.
Research in many industries has shown that the leadership style of the
supervisor is one of many variables related to the outcome of employee job
satisfaction of subordinates. Giallonardo, Wong, and Iwasiw (2010) found in a
hospital study that when head nurses served as supervisors, the type of leadership they
provide can influence staff nurses‘ job satisfaction. In a study of 2,000 nurses from
various teaching hospitals. They concluded nurses‘ managers‘ leadership had
significant positive influence on nurses‘ perception of job satisfaction.
Job satisfaction was also studied from a cultural aspect. Vlachos,
Panagopoulos, and Rapp, (2013) evaluated the effect of organizational culture and
leadership style on job satisfaction and commitment. They studied a random sample
of participants completing MBA studies who held middle or senior management
positions. The study involved the analysis of two cultures of managers, those from
Australia and Hong Kong. They concluded that the leadership styles practiced by the
Australian managers were more related to an open type of leadership style, thus
resulting in a higher degree of employee job satisfaction.
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2.15.4 Followers leader interactions
Research endeavors must be readdressed for the accepting of leadership
performance and it is understood that leader-follower interactions have healthier
effect than the leadership conferred upon a sole individual (Walumbwa, Avolio,
Gardner, Wensing, & Peterson, 2008).
The understanding of the specific philosophies and models of the leader-
follower interactions is vital for knowing the viewpoint, visions and retorts of leaders
and followers, which are noteworthy constituents for organizational development
(Krishnakumar, Houghton, Neck, & Christopher Ellison, 2015). Generation of
knowledge and reciprocity in knowledge gaining are the best forces at work of
authentic leadership and deep foundation for bringing change (Wilson, 2014).
Gardner, Avolio & Walumbwa, (2005) put emphasis on proper track, regulation and
new implications for the co-workers in organization and they themselves desire for
those who could aid and assist them in a better way with moral values. The followers
require those leaders who are knowledgeable and have authentic attributes
(Novicevic, Harvey, Buckley, Brown, & Evans, 2006).
May, Hodges, Chan, and Avolio, (2003); Avolio and Gardner, (2005);
Gardner, Avolio and Walumbwa (2005); Walumbwa, Avolio, Gardner, Wernsing and
Peterson (2008) believed that interactions between leader and followers is significant
for knowing leadership practice profoundly. Leader-followers interactions are made
known rather than focusing on the leader as a personality. They found that
interactions between leader and followers are more important than the personality of
the leader for the achievement of organizational goals and the joint efforts of both
leader and followers are vital for understanding the outlook, anticipations and
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reactions of both of them, which are crucial components for the development of
organization.
Avolio and Gardner (2005); Peterson, Walumbwa, Avolio, and Hannah
(2012); Tapara (2011) highlighted that from understanding of leader-follower
interactions, opportunities may be derived for the attainment of aims of organization.
They further suggested that intrinsic mutual and shared learning and knowledge
generation lies in the leader-follower vigor and vitality which, is a strong base for
building innovation and trust in organizations and the issues of integrity, veracity,
truthfulness and uprightness become apparent.
2.15.5 Followers authentic leadership development
In 21st century, the educational institutions must trace and appoint new
teachers with the potential to become high quality teachers. Next, they must provide
professional development opportunities to help these new teachers in increasing their
pedagogical knowledge and enhancing their teaching skills. Finally, once teachers
have been appointed and skilled with trainings, they must be reserved. Nevertheless,
teacher preservation and withholding is proving to be a substantial problem. In the
USA, 40 to 50 percent of teachers adopt the way of brain drain within their first five
years of teaching (Avolio & Gardner, 2005).
Follower AL development has become dominant in the discussion of possible
ways to further professionalize teaching and reform educational institutions. There is
growing interest in highlighting roles for teacher leaders within educational
institutions (Avolio, 2010).
Followers become authentic leaders when they function proficiently in
professional learning communities to impact student learning, contribute to
organizational improvement, motivate excellence in practice, and enable stakeholders
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to participate in educational advancement. Follower leadership transform teaching and
learning and tie the educational institution and community together, and advance the
community‘s social mission and quality of life (Leroy, Anseel, Gardner, & Sels,
2012). Follower leadership is a set of abilities demonstrated by followers who are able
to encourage learners outside of the classroom and beyond (Avolio, 2010). Follower
leadership comprises inter-related domains of commitment and knowledge. Thus,
there is a commitment to ethical purpose, incessant learning, knowledge of learning
processes, as well as an understanding of the educational context and change
processes. They lead within and outside of the classroom. A follower leader is a
member and contributor to a community of teacher learners. They are influential in
the sustained improvement of educational practice. Follower leaders put effect outside
of the classroom and are self-directed in their own work. Still, they do not participate
in managerial or supervisory tasks (Berkovich, 2014).
Follower authentic leaders have the talent and aptitude to raise the spirits of
other teachers and colleagues to change and begin to think about participating in
things they ordinarily would not consider. Follower AL development is an idea that
stresses that teachers hold an important and central position within the organizations.
Follower leaders inform management and involve in decision making. Participating at
this level can increase the teacher‘s rights and commitment to the profession and
organizational goals. This is called engagement and commitment. Follower leaders-
teachers bring improvement in teaching and learning by demonstrating operational
practice and drill to other instructors and sharing their knowledge and skills with
others in the field. They themselves carry on to acquire and develop as they lead and
work with others. This is called awareness, understanding, expertise, learning
transmission and development. Furthermore, acknowledgement, appreciation, prizes,
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and occasions that go together with the award follower leaders are believed to hold,
encourage, and induct teachers. In other words it is said that this is recognition and
rewards lead to retention and advancement. Follower leaders provide next generation
with a positive example of AL by exhibiting true democratic leadership and shared
responsibility in an educational setting (Berkovich, 2014).
Follower leadership emboldens teachers to start to enthusiastically engage in,
contribute to, take responsibility for, and become answerable for what is happening in
their organization. For example, when teachers are able to take part in the decision-
making process, they are likely to become devoted to these decisions and work
assiduously towards implementation, thus nurturing follower empowerment.
Additionally, the discussions and exchange of views among teachers that such AL
buoys up will tend to yoke followers and generate a professional working atmosphere
that is grounded on knowledgeable decision-making (Berkovich, 2014).
Follower authentic leaders (teachers) work as role models and counsellors to
other teachers, and in the process remain to learn themselves. To date, probably the
strongest effects of follower AL are on the teachers themselves. The influence is
frequently displayed by upsurges in the teachers‘ leadership and organizational skills.
The knowledge, skills, commitment, engagement, and learning transmission, may be
particularly significant in the induction and withholding of Generation Y teachers. For
example, research has showed that factors such as ―inadequate opportunities for
advancement‖ and ―feelings of being unprepared,‖ situations responsively addressed
by follower AL, contribute to new teacher natural wastage (Behrstock & Clifford,
2009, p. 6). Behrstock and Clifford (2009) find that numerous private sector strategies
like merit-based reward, job gyration into other departments, prospects for
professional advancement, as well as initial profession counselling that have been
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operational in the induction of Generation Y personnel could interpret to the education
sector.
Gardner, Avolio, Luthans, May, and Walumbwa (2005) explored that
followers wish to change their leaders due to mal-practices and misuse of power and
because they are no more trusted leaders. They also found scientifically that authentic
leaders develop by their idealized influence strong moral atmosphere featured by
transparency, faith, confidence, conviction, devotion, commitment, honesty, morality,
decency, uprightness, truthfulness and extraordinary ethical values and that these
authentic leaders are both true and loyal to themselves and lead others also to attain
genuineness and legitimacy. Gardner, Avolio & Walumbwa, (2005) are of the opinion
that positive moral atmosphere can be developed by these authentic leaders and
authentic followers. Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008)
defines AL is a style of leader‘s performance and actions that encourages and
develops constructive psychological capacities and a progressive moral atmosphere,
to nurture better self-awareness, authentic behaviour, balanced processing of
information, and relational transparency on the part of leaders working with
followers, raising positive self-development.
The literature has shown above, an ever-lasting necessity, has presented in the
endeavor to bring back hopefulness, confidence, and optimism- key components in
positive organizational development. As shown by the scope of this research, it is
understood that the best way to renovate hope and trust among followers of any
organization, and by greater society, is to model the attributes of AL among leaders,
and to develop its attributes among those would-be and desiring to become leaders.
With its stress on self-awareness, moral perspective, balanced processing of
information, and relational transparency, authenticity and positive psychological
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capital, AL stands lonely as a model capable of facing the challenges of building
positivity among followers in any organization, and particularly, in educational
organizations.
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Chapter 3
RESEARCH METHODOLOGY
This chapter aims to clarify the techniques that were employed for gaining and
analyzing the facts and figures relevant to this thesis. The specific methods that
helped retort the RQs and fulfilled the purpose of this study, were also described in
detail. This chapter gives a detailed description of triangular core components of
research design that are research worldview, line of attack and ways and means
(Creswell, 2015). The mixed method methodology is the judicious integration of
quantitative and qualitative methods and was well thought-out as the most apposite to
encounter the purpose of the study and riposte the RQs. Abductive approach was
adopted in this study.
Crotty (1998), directed four elements- methods, methodology, theoretical
perspective, and theory of knowledge for designing proposal. The questions of
paradigm or world view and the theory of knowledge stir investigation; then paradigm
blend theoretical standpoint; then theoretical standpoint stimulate the methodology-
a plan of action; finally, the methodology assimilates the methods- techniques or
procedures by which data are gathered, analysed, and interpreted. Teddlie and
Tashakkori (2012) posit that paradigm and worldview are synonymous. Worldview
means the manner the world is practiced, which is grounded on principles, ethics,
standards and theory of beauty. A worldview encompasses theory of reality, theory of
knowledge, theory of values and plan of action (Creswell & Plano Clark, 2013). Via
these aspects, Creswell and Clark (2013) branded four paradigms- post-positivism,
constructivism, participatory and pragmatism.
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Plan of action (methodology) communicates main beliefs of investigation that
can thoroughly connect to research paradigm, interpreted exactly and correctly
(Creswell k & Plano Clark, 2013). Creswell (2015) contends that methodology is the
name of stratagem, plan of action, research process, or architectural blueprint for the
selection of particular approaches for the achievement of results. The following
diagram shows the methodological process of research:
Abductionism is the integration of objectivism and subjectivism. It is a
procedure of estimation about the most favourable methods for gathering astonishing
and amazing evidences from investigational findings. Abduction permits investigator
Find R. Problem
Collect facts and figures (Review of earlier research studies)
Literature)
Frame Research
Cultivate RQs & procedure
Data collection (Survey)
Data collection (In-depth interviews)
Making Analysis &
evaluation of results Making Analysis &
evaluation of results
Synergism (Triangulation)
& notional inferences
Figure 3.1 Source: Researcher’s construct
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to start an endeavour in dearth of full proof. It is instinctive and spontaneous dive,
eclectic jump, and synergistic leap to get discernment of an astounding marvel or a
desirable model of behaviour in a society (Creswell, 2015).
3.1 RESEARCH PARADIGM
A research paradigm is an all-inclusive system of theories that monitors
investigation and field practice (Creswell, 2015). The pragmatist world view was
noted for the epistemology of this investigation and application of mixed methods
research to creäte dispassionate understanding and profound comprehension of the
phenomena from the lenses of others (Creswell, 2015).
Inspired from Creswell and Clark (2013), the investigator developed a model
of how he conducted his research, and also an interpretation of how he understands
the context of the theories applied in this research. Further, the illustration is also
intended to give the readers clarity on the overview of his methodological and
theoretical approach. The following diagram shows the components of research study.
Pragmatism is the paradigm of this study. Authentic leadership theory of Walumbwa,
Avolio, Gardner, Wernsing and Peterson (2008); (Rego, Vitória, Magalhães, Ribeiro,
and Cunha (2013) and organizational development theories of Jang (2011); Hong
(2011); Eum (2011); Lee and Jang (2013) provide the base of theoretical framework
of this study. Methodological approach of mixed methods design was adopted for the
study to get deep understanding of the research problem that is authentic leadership in
relation to organizational development at university level. Questionnaires and in-
depth interviews were employed as methods to collect relevant and authentic data
from the respondents and informants. Means, standard deviation, independent sample
t-test, Pearson correlation and thematic analysis were used for analysis of data.
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Figure 3.2 Research paradigm- Four categories for developing a research study
(Source: adapted from Creswell & Clark, 2013, p. 68)
According to Creswell and Clark (2013) philosophical assumptions are sets of
philosophies or expectations that direct investigations. Worldview refers to these
assumptions and is synonymous with the term paradigm. The manner how knowledge
is gained and construed, is influenced by research paradigm. Teddlie and Tashakkori
(2012) describe a paradigm as a fundamental structure of convictions that grant
guidance to investigator. With reference to Teddlie, and Tashakkori, (2012), Creswell
(2015) calls the term ―worldview‖ for paradigm and describes it as a straightforward
group of philosophies, principles and views that directs the action. Mertens (2010)
defined paradigm as a mode of observing the surrounding, and it includes positive
worldviews that monitor philosophical discerning and achievement of targets.
Paradigm is, accordingly, the cognizance of rudimentary nuts and bolts employed to
create and conduct investigation; it monitors the choice of research instruments,
respondents, informants, and ways and means employed in investigation.
• Mixed Method Design
• Data Collection( Survry, interview)
• Data Analysis
• AL theory & OD theory
• Pragmatism
Paradigm/ World View
Theoritical Framework
Methodological Approach
Methods
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Pragmatism has been identified to make availability of logical underpinning
for MMR (Mertens, 2010). Mertens (2010) posits that pragmatism came into being in
reaction to scientific inquiries. According to Creswell (2015), pragmatism is
distributed into the primary period from 1860–1930 and the neo-pragmatic period
from 1960 onwards to the present time. Biesta (2010) posits that the worldview of
pragmatism can be applied as the theoretical framework for adopting MMR. Biesta
(2010) also claims that the pragmatic approach allows one to select a blend of ways
and means that does the greatest for retorting RQs.
Creswell (2015) has stated that the pragmatic paradigm is concerned with
solutions to problems—with ―what works best‖. According to Creswell (2015)
pragmatism does not deal with a sole methodology of quantitative or qualitative.
Pragmatist investigators are showing single-mindedness on what type of questions
that is quantitative and how type of questions that is qualitative of the study. Creswell
(2015) argued that rather than solving the old problems, pragmatists pursue the
strategy of putting the whole paradigm aside and opening the prospect of new
suggestions and concepts.
3.2 RESEARCH METHODS
The mixed methods research was adopted, using the survey and in-depth
interviews in this study. There is no superiority for one method over the other nor is
inferior to other (Creswell, 2015). Creswell (2015) contend that objectives of the
study and RQs guide the selection of method, research design and paradigm of the
study.
3.2.1 Mixed methods
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Mixed methods research is an eclectic investigation of both qualitative and
quantitative approaches, employing the strengths of both to investigate a problem
(Patterson, 2015; Creswell, 2015).
A convergent parallel MMR was used to address the aims of this study,
containing two strands of data collection, from two theoretical paradigms: (i)
quantitative data were derived from leaders and teachers comprising questionnaires
n=967 participants [484 male and 483 female] only; (ii) qualitative data were derived
from an in-depth interview with n=30 of the same participants [15 male and
15female]. Data collection from both strands was conducted by this researcher. As
indicated earlier, the intention of the subsequent sections within this chapter is to
engage in detail with debates around the philosophical underpinnings of the research
paradigm, providing logic and reasoning as to the methodological application, and the
application of research methods. However, briefly the rationale applied to the
selection of mixed methods as opposed to others lies in its providing an opportunity to
explore authentic leadership beyond the traditions of empirical investigation, to
include the voice of veteran themselves.
3.3 RESEARCH DESIGN
The researcher adopted the mixed method design which is fixed and emergent
at the same time. Then synergetic approach of Creswell (2015) was adopted. Then
independent level of interaction was employed. Then concurrent timing was taken.
For point of interface, merging-mixing during interpretation technique was used.
Later on, parallel-databases variant was implemented. These are the core steps of
convergent parallel mixed methods design. The highlighted portions in the figure 3.2
shows the researcher‘s adoption for study. The graphical presentation follows as;
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102
Fixed and Emergent
Mixed Method
RESEARCH DESIGNS
Fixed Mixed Method
Designs
Emergent Mixed
Method Designs
Typology-based
approach- Creswell,
Clark, Gutmann, and
Hanson (2003)
Dynamic/ System-
based approach
Maxwell and Loomis
(2003) Synergistic approach
Hall and Howard (2008)
Interactive level of
interaction
Sequential timing
Concurrent timing
Multiphase timing
Point of interface
Merging- mixing
during
interpretation
Embedding-
mixing during
data analysis
Mixing at the
level of design
Connecting-
mixing during
data collection
Data-transformation variant
Parallel- databases variant
variatiom Data-validation variant
Figure 3.3 Mixed method research
design
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3.3.1 The convergent parallel design
The investigator employs simultaneously both methods in one phase, gives
equal preference to each, analyse data independently and combines conclusions in
general interpretation by using convergent parallel design. This is the most popular
design among investigators (Creswell & Clark, 2013).
Quantitative + Qualitative
Data Collection Data Collection
Data Results Compared
Quantitative Qualitative
Data Analysis Data Analysis
Figure 3.4 Convergent Designs SOURCE: Adapted from Creswell 2015)
3.4 RESEARCH PROCEDURE
Research instruments were administered to leaders and teachers in person and
through google form. Mertens (2010) posits that administration of research tools in
person is far better than by other sources. Respondents were assisted in clarification
and understanding of statements of the questionnaires. Accurate, reliable and tested
data are obtained through in person administration of research tool. Interviews were
simultaneously conducted for attaining profound understanding of the authentic
leadership attributes.
In the first stage, components of authentic leadership and organizational
development were explored in literature to list important aspects of authentic
leadership and organizational development and the sub-components of authentic
leadership and teacher professional development. The phases of research are
presented as;
Quantitative Qualitative
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105
Phases of the research.
• Tools Development.
• Data Collection Quantitative+ Qualitative.
• Descriptive and Inferential Analysis.
• Qualitative Data Analysis (thematic analysis).
Authentic leadership model was used for the development of research
instruments i.e. questionnaires and interview format.
1. Questionnaire for leaders
2. Questionnaire for teachers
3. Interview protocol for leaders and teachers
The interview transcripts have reserved their original form, and reconstruction
was only done for grammatical errors; no attempts were made to change the meaning.
Therefore, the issue of validity and reliability has been considered all through the
study, as described above. Overall, the current study offers a detailed and rich
description of the study process regarding how different theories were integrated in
the pursuit of the research goal. Systematic effort has been made to arrange the
information in a logical sequence.
Survey was conducted by the researcher to explore the topic for quantitative
data. The design of the study was cross-sectional surveys design. As it is argued by
the researchers that there are two major types of surveys, the first one is cross-
sectional survey and the second one is longitudinal survey. Information is gathered
from a large group of person to define and explain some characteristics of the
population by using research tools to ask questions relating to the research problem
and large group of person is taken from sample rather than from each member of the
population (Fraenkel, Wallen & Hyun, 2012).
106
It aims to define the individualities of a unit of analysis. The chosen sample is
visited. The sample of this investigation is the leader and teachers of the public and
private sector universities in Khyber Pakhtunkhwa. Different means were used to
collect data from the respondents. In this study, questionnaires and in-depth
interviews were employed, which are the most commonly used research instruments
in mixed methods research.
Cross-sectional survey was employed by the research in the current study.
Data were collected concurrently through questionnaires and in-depth interview. The
research instruments were first validated and employed for pilot study. The
questionnaire were rephrased and minimized in the light of the views of numerous
experts.
3.5 SCALE DEVELOPMENT
After literature review to explore important aspects of authentic leadership
attributes i.e. self-awareness, relational transparency, balance processing information
and ethical perspective; and facets of organizational development, specifically,
teacher professional development with sub components i.e. leader followers
interaction, follower authentic leadership development, professional development
trainings, work engagement and job satisfaction. One component was added in the
authentic leadership model and that was positive psychological capital. Eight experts
were identified in the field of leadership through snow ball sampling techniques,
discussed the research problem with them and received positive response and
approval to conduct study on the topic of authentic leadership as it is a new
terminology in Pakistani context. Tools were developed. The first questionnaire for
authentic leaders was developed, comprising 40 items (Appendix- A). Second
questionnaire was developed for teachers, consists of 35 statements (Appendix - B).
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Both tools were validated by experts and pilot studies were conducted and noted the
reliabilities .809 and .780. The questionnaires were condensed in the light of the
opinions of the experts and both the instruments for leaders and teachers were
minimized to five components in place of seven components. The statements of both
the tools were minimized from 40 and 35 items to 30 items each (Appendices C & D).
Pilot study was conducted again and reliability was found .830 and .847. After
consultation with supervisor and other experts, both the questionnaires and interview
format were considered appropriate for the study to be conducted accordingly.
Govindji, (2015) suggested development of statements, development of tool,
primary reduction of statements, CFA, setting up validity and recurrence are the
phases in designing a research instrument. These phases were followed. The
researcher visited review of literature which arranges for rich data to support the
development of a Scale. The constructs of authentic leadership were found and used
to produce items. This method enhanced the content validity of a Scale. After items
have been developed, they were measured for content validity, so that fly-by-night
and erratic bits and pieces were standing apart and for content adequacy, a set of items
were administered in pilot study to ensure internal consistency reliabilities.
Questionnaires were administered. Item reduction through factor analysis was used
for refinement (Govindji, 2015). All the six phases of the scale development were
strictly followed.
3.6 POPULATION OF THE STUDY
The population of the study is leaders and teachers, discharging their duties in
universities at Khyber Pakhtunkhwa in Pakistan. Therefore, 29 universities of Khyber
Pakhtunkhwa constituted population of the study. All 29 universities, 29 VCs/58
Deans, 432 HODs, 772 HEC approved supervisors, 5742 Assistant professors and
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lecturers in universities of Khyber Pakhtunkhwa was the target population or ideal
population while 12 VCs/ Deans, 195 HODs, 350 HEC approved supervisors, 410
Assistant professors and lecturers in thirteen universities, nine from public and four
from private sector was my accessible population or realistic population.
Figure 3.5 HEC Source (hec.gov.pk) Population of the study (Human resources)
3.7 SAMPLE OF THE STUDY
The sample selected for this study was VCs, HODs, HEC supervisors, APs
and lecturers in universities of the Khyber Pakhtunkhwa. Similarly, the sample was
bifurcated into private and public sector on 50% from each sector. Teddlie and
Tashakkori (2012) are of the opinion that multi-staged sampling techniques are
essential in mixed methods research. It comprises choosing a comparatively enormous
group of respondents from a population, or from particular subcategories of a
population, randomly where the equal opportunity is granted to each individual.
Probability sampling procedure was employed for quantitative and convenient
sampling techniques was adopted to collect qualitative data from the informants. The
size of unit of analysis was taken on the base of sampling error of (4% with 95%
confidence interval) and supposing that respondents had 30% probabilities of joining
POPULATION
VCs
29
APs/
Lecturers
5742
HODs
432
HEC APPROVED
SUPERVISORS
772
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in the study. Creswell (2015) proposes five hundred (500) or more sample for the
survey.
Probability (Simple random sampling) and non-probability (convenient
sampling) techniques were used for selection of sample (unit of analysis). All the
leaders, and teachers in Abdul Wali Khan University, University of Swat, University
of Swabi, University of Malakand, Shaheed Benazir Bhutto university, Bacha Khan
university, Islamia College university, Institute of Management Sciences, University
of Haripur, Abasyn University, Preston university, Qurtaba University and Northern
University of Khyber Pakhtunkhwa Pakistan constituted the sample of the study.
Figure 3.6 Sample of the study (Human resources) Gay and Mills (2011) posited
that if the size of the population is 100, take the whole, if 500 then take 50%, if
1000 then take 25%, if 1500 then take 20% and if yonder than 5000 then take
8%. Table form is presented as;
SAMPLE
VCs
12 (40%)
APs/
LETURERS 410 (8%)
HODs
195
(45%)
HEC AS
350
(45%)
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Population size Sample size
100 100%
500 50%
1000 25%
1500 20%
5000 or more 8%
Table 3.1 Source: adopted from Gay and Mills (2011)
The study aims to explore the phenomena of authentic leadership attributes, in
relation to organizational development and describe the major components of
authentic leadership, affecting institutional development, particularly future leaders.
Two phases have been applied to achieve data for the attributes of authentic leaders
from diverse dimensions with dissimilar sampling approaches.
The first phase comprises simple random sampling techniques through which
13 universities were randomly selected from 29 universities with 40% of Khyber
Pakhtunkhwa. Then 12 VCs (40%), 195 HODs (45%), 350 HEC supervisors (45%)
and 410 APs and Lecturers (8%) were randomly selected from 12 universities. The
total sample size was 967 participants.
In the second phase, 30 individuals were chosen for interview with
convenient and key informant sampling technique from both strata of male and
female. They were leaders and teachers.
Both quantitative and qualitative sampling techniques were used for the
understanding of more complex human issues as well as generalization of the results
of study back to the targeted and accessible population.
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3.8 DATA COLLECTION
Structured questionnaires and semi-structured interviews are frequently
employed in mix method research methodology jointly to investigate educational
problems and to generate confirmatory results in spite of inconsistencies in
approaches of data gathering, scrutiny and clarification (Silverman, 2011).
Questionnaires can deliver confirmation of designs among outsized population, while
interview data frequently collect more thorough considerations on particular outlooks,
feelings, views, opinions and actions (Benge, Onwuegbuzie, & Robbins, 2012).
3.8.1 Study 1: Quantitative study
Creswell (2015) contends that actions, deeds, activities, manners and
behavior of homo sapiens can be quantitatively and dispassionately measured, the
research work evaluated the range to which authentic leadership attributes-self-
awareness, relational transparency, balance processing information, ethical
perspective and positive psychological capital are related with organizational
development- teacher professional development- work engagement, job satisfaction,
professional development trainings, follower leader interaction and follower authentic
leadership development. The purpose was to investigate the relationships between
variables by applying a survey (Gay & Mills, 2011). Gathered information may
balance the interview information. Survey is imperative to counter these RQs:
1. What is self-awareness as authentic leadership attribute of educational leaders
at university level?
2. What is relational transparency as authentic leadership attribute of educational
leaders at university level?
3. What is balance processing of information as authentic leadership attribute of
educational leaders at university level?
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4. What is ethical perspective as authentic leadership attribute of educational
leaders at university level?
5. What is positive psychological capital as authentic leadership attribute of
educational leaders at university level?
6. What is the existing status of work engagement as organizational development
at university level?
7. What is the existing status of job satisfaction as organizational development at
university level?
8. What is the existing status of professional development training as
organizational development at university level?
9. What is the existing status of leader follower interaction as organizational
development at university level?
10. What is the existing status of follower authentic leadership development as
organizational development at university level?
11. Is there gender comparison of authentic leadership attributes of educational
leaders at university level?
12. Is there marital comparison of authentic leadership attributes of educational
leaders at university level?
13. Is there sector comparison of authentic leadership attributes of educational
leaders at university level?
14. Is there position comparison of authentic leadership attributes of educational
leaders at university level?
15. Is there age comparison of authentic leadership attributes of educational
leaders at university level?
113
16. Is there experience comparison of authentic leadership attributes of
educational leaders at university level?
17. Is there gender comparison of organizational development at university level?
18. Is there marital comparison of organizational development at university level?
19. Is there sector comparison of organizational development at university level?
20. Is there position comparison of organizational development at university
level?
21. Is there age comparison of organizational development at university level?
22. Is there experience comparison of organizational development at university
level?
23. Is there a relationship among the constructs of authentic leadership attributes?
24. Is there a relationship among the constructs of organizational development
(teacher professional development)?
25. Is there a relationship between self-awareness and the constructs of
organizational development (teacher professional development)?
26. Is there a relationship between relational transparency and the constructs of
organizational development (teacher professional development)?
27. Is there a relationship between balance processing and the constructs of
organizational development (teacher professional development)?
28. Is there a relationship between ethical perspective and the constructs of
organizational development (teacher professional development)?
29. Is there a relationship between positive psychological capital and the
constructs of organizational development (teacher professional development)?
30. Is there a relationship between authentic leadership attributes and
organizational development in public and private sector universities?
114
31. Is there a relationship between authentic leadership attributes and
organizational development (teacher professional development)?
3.8.2 Study 2: Qualitative study
The research questions call for a qualitative and quantitative approach for
deep understanding of the phenomenon i.e. authentic leadership and investigating the
predicted relationships between authentic leadership attributed and organizational
development. This part of thesis deals with interviews which were conducted with
leaders and teachers to know their viewpoints and get the deep understanding of the
phenomena of authentic leadership through their lived experiences. This also shows
reciprocity to numerical information. This had addressed the RQ:
1. How leaders transform into authentic leaders at university level?
3.9 VALIDITY
Validity is considered oxygen for research tool as it demonstrates accuracy of
the instrument used for gaining information. It means the tool achieve really what it
presumes to achieve. Questionnaires for leaders and teachers were crisscrossed as it
should be, pin down the loopholes and incorporated valuable advices and directions as
directed by eight experts. The researcher personally did it from national and through
email from international experts. Creswell (2015) contend that cross-examining is a
dynamic, spirited and enthusiastic qualitative technique that highlights the
experiences of the informants. Validity deals with the trustworthiness, lawfulness and
germaneness of a research philosophy and its research or practicality. Theoretic
permeation was saturated at 20th interview session. Five themes self-awareness,
relational transparency, positive psychological capital, ethical perspective and balance
processing information emerged resultantly.
115
3.10 PILOT STUDY (RELIABILITY)
The reliability of a research instrument/scale points out its freedom from
random error. Test-retest and internal consistency are the two generally used gauges.
The first is the administration of questionnaire to the same sample on two different
times for computing the relationship between the two achieved responses. The second
measures consistency among statements of the tool i.e. grouping together. There are a
number of means to find out internal consistency of a tool. Cronbach's coefficient
alpha is one of them. A least possible range of reliability .7 is recommended (Pallant,
2011).
Pilot study was conducted in Abdul Wali Khan University. One hundred and
fifty questionnaires were administered to leaders and teachers (APs/lecturers). Item-
wise reliability was calculated by Cronbach's coefficient alpha using SPSS version 21.
The questionnaire for leaders comprised 40 items and questionnaire for
teachers/followers contained 35 items having seven components each. Data collected
from respondents were placed into SPSS version 21. The questionnaire for leaders
contains items taken from literature review, having overall Cronbach‘s alpha value
.889 founded on standardized items while Cronbach‘s alpha value .809 for other
items. The item-wise reliability ranges from .794 to .816 which shows that both
values are greater than .70, which is the minimum level of reliability in social science.
The overall and item-wise reliability of the research tool is presented in the
succeeding tables.
116
Cronbach‘s Alpha value for the overall and item-wise reliability of
questionnaire for Leaders on pilot study
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on Standardized
Items
N of Items
.809 .889 40
117
However, majority of the respondents during pilot study viewed that questionnaire is
too lengthy and may be condensed to the minimum items. The same views were
directed by the experts. The questionnaire was minimized to only five components
instead of seven components, having 30 items in place of 40 items. The difficult 10
items were also removed from the data obtained from pilot study of the instrument
and the reliability of the instrument was recalculated which shows that the overall
Scale Mean if Item Deleted Cronbach's Alpha if Item
Deleted
A1 126.7300 .796
A2 126.7400 .807
A3 126.4050 .803
A4 126.5150 .796
A5 127.2400 .808
SA1 126.9950 .816
SA2 126.8250 .808
SA3 126.9000 .801
SA4 126.7900 .807
SA5 126.4200 .814
PPC1 126.6350 .800
PPC2 126.7600 .800
PPC3 127.1450 .795
PPC4 126.7450 .801
PPC5 126.8600 .796
RT1 126.8350 .801
RT2 126.4450 .810
RT3 127.0200 .816
RT4 126.0600 .810
RT5 126.4250 .805
BP1 126.5800 .797
PB2 126.3350 .799
PB3 126.5400 .810
PB4 126.4300 .795
PB5 124.6250 .889
EP1 127.1250 .802
EP2 126.4850 .798
EP3 126.0200 .798
EP4 126.9350 .804
EP5 126.9050 .802
TS1 127.3000 .800
TS2 126.5950 .807
TS3 127.1650 .803
TS4 126.6050 .802
TS5 126.4950 .798
TS6 126.6250 .797
TS7 126.7000 .794
TS8 126.9400 .803
TS9 127.3700 .800
TSIO 127.3950 .805
Table 3.2 shows overall and item-wise reliability of leader questionnaire on
pilot study
118
Cronbach‘s alpha value .825 based on standardized items while Cronbach‘s alpha
value .830 for other items. The item-wise reliability ranges from .815 to .848 which
shows that both values are greater than .70, which is the minimum level of reliability
in social science.
119
Cronbach‘s Alpha value for the overall and item-wise reliability of
questionnaire for Leaders after pilot study
Reliability Statistics
Cronbach's Alpha Cronbach's
Alpha Based on
Standardized
Items
N of Items
.830 .825 30
Scale Mean if
Item Deleted
Cronbach's Alpha if Item Deleted
SA1 80.4688 .817
SA2 80.4375 .815
SA3 80.6250 .825
SA4 80.4375 .819
SA5 80.4688 .816
SA6 80.2813 .824
RT1 80.4063 .821
RT2 80.4063 .826
RT3 80.4063 .817
RT4 80.7813 .844
RT5 80.4375 .844
RT6 80.4375 .815
BP1 80.4063 .848
BP2 80.4063 .820
BP3 80.4063 .826
BP4 80.4063 .827
BP5 80.2188 .827
BP6 80.4063 .823
EP1 80.8750 .830
EP2 81.3125 .826
EP3 81.1250 .834
EP4 80.8125 .837
EP5 80.3438 .830
EP6 80.5313 .815
PP1 80.6250 .827
PP2 80.4688 .817
PP3 80.5313 .815
PP4 80.4375 .819
PP5 80.5000 .816
PP6 80.6563 .825
Table 3.3 shows overall and item-wise reliability of leader questionnaire after
pilot study
The questionnaire for teachers contains items taken from literature review,
having overall Cronbach‘s alpha value .788 based on standardized items while the
Cronbach‘s alpha value .780 for other items. The item-wise reliability ranges from
120
.764 to .788 which shows that both values are greater than .70, which is the minimum
level of reliability in social science.
121
Cronbach‘s Alpha value for the overall and item-wise reliability of questionnaire for
teachers on pilot study
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.780
.786
35
Scale Mean if Item Deleted Cronbach's Alpha if
Item Deleted
PD1 124.3943 .780
PD2 124.3543 .777
PD3 124.1143 .781
PD4 124.0114 .780
PD5 124.4171 .769
CRM1 124.4629 .764
CRM2 124.0457 .773
CRM3 124.0000 .770
CRM4 124.1371 .767
CRM5 124.0686 .782
JS1 124.1314 .783
JS2 124.0229 .779
JS3 123.6971 .776
JS4 123.8171 .766
JS5 124.1829 .774
FLI1 124.1943 .783
FLI2 124.1829 .774
FLI3 124.3486 .769
FLI4 124.3600 .773
FLI5 124.5143 .781
FALD1 124.3429 .781
FALD2 124.0457 .766
FALD3 123.9200 .765
FALD4 124.0629 .767
FALD5 124.0857 .777
WE1 124.2914 .773
WE2 124.7029 .770
WE3 124.3829 .785
WE4 124.2171 .788
WE5 124.2057 .777
PDT1 124.2914 .772
PDT2 124.1257 .775
PDT3 124.0343 .774
PDT4 124.2400 .772
PDT5 124.3486 .784
122
However, majority of the respondents during pilot study presented their views
that questionnaire has too many items and may be condensed to the minimum items.
The same views were directed by the experts. Moreover, the research tool was
brought to 30 items with only five components instead of seven components- work
engagement, follower leader interaction, professional development trainings, job
satisfaction and follower authentic leadership development. The difficult five items
were removed from the data obtained from pilot study of the instrument and the
reliability of the instrument was recalculated which shows that having overall
Cronbach‘s alpha value .780 based on standardized items while the Cronbach‘s alpha
value .847 for other items. The item-wise reliability ranges from .827 to .863 which
shows that both values are greater than .70, which is the minimum level of reliability
in social science.
Table 3.4 shows overall and item-wise reliability of teacher questionnaire on
pilot study
123
Cronbach‘s Alpha value for the overall and item-wise reliability of
questionnaire for teachers after pilot study (APs/Ls)
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha
Based on
Standardized
Items
N of Items
.847 .780 30
Both the research instruments were considered suitable to collect data from the
respondents by the experts after consultation. The scree plots also showed the
suitability and applicability of the research tools to gather data.
Scale Mean if
Item Deleted
Cronbach's Alpha if Item Deleted
LF1 103.3333 .827
LF2 104.0067 .845
LF3 103.1733 .830
LF4 102.5133 .835
LF5 104.0067 .845
LF6 102.5333 .852
FALD1 102.6933 .842
FALD2 103.1933 .853
FALD3 103.6933 .850
FALD4 104.0067 .845
FALD5 103.2133 .863
FALD6 103.1933 .849
WE1 103.3733 .856
WE2 103.3333 .827
WE3 103.6733 .844
WE4 104.0067 .845
WE5 103.3333 .827
WE6 104.0067 .845
PDT1 103.3333 .827
PDT2 103.8533 .842
PDT3 103.5133 .834
PDT4 103.1733 .832
PDT5 103.3333 .827
PDT6 103.3733 .860
JS1 103.3733 .857
JS2 103.6933 .856
JS3 103.3333 .827
JS4 104.3600 .849
JS5 104.0067 .845
JS6 103.3333 .827
Table 3.5 shows overall and item-wise reliability of teacher questionnaire
after pilot study
124
125
The following table shows the reliability of the components in both scales.
Scales Cronbach’s Alpha
Self-awareness .819
Relational transparency .827
Balance processing information .828
Ethical perspective .828
Positive psychological capital .819
Leader follower interaction .839
Follower authentic leadership development .850
Work engagement .840
Professional development trainings .837
Job satisfaction .843
Table 3.6 shows Cronbach’s Alpha of constructs of authentic leadership
organizational development
Factor analysis is used for reduction of variables. If there are ten variables in
original and three out of ten exhibit changeability-variability, these three may be
taken for the study without dropping originality. But if seven out of ten show
variation, then it is better to adopt the whole ten factors for your study (Rahn, 2012).
The following Scree plots show that there is variation in four factors among
five factors of leader questionnaire and in all five factors of teacher questionnaire.
Majority of the factors showed variation, therefore, according to Rahn (2012) the
researcher has taken all the five original factors i.e. self-awareness, relational
transparency, balance processing of information, ethical perspective and positive
psychological capital in tool for leaders and work engagement, follower leader
interaction, professional development trainings, job satisfaction and follower
authentic leadership development in tool for teachers.
126
Figure 3.7 Scree Plot of the research tool for leaders: Source- SPSS version 21
Factor analysis was used for reduction of variables. The scree plot shows variation in
four components out of five of the authentic leadership phenomenon. The researcher
took all the five variables in the light of Rahn (2012). Rahn (2012) posits if there are
ten variables in original and three out of ten exhibit changeability-variability, these
three may be taken for the study without dropping originality. But if seven out of ten
show variation, then it is better to adopt the whole ten factors for your study.
127
Figure 3.8 Scree Plot of the research tool for teachers: Source- SPSS version 21.
Factor analysis was used for reduction of variables. The scree plot shows
variation in all components of teacher tool. The researcher took all the five variables
in the light of Rahn (2012). Rahn (2012) posits if there are ten variables in original
and three out of ten exhibit changeability-variability, these three may be taken for the
study without dropping originality. But if seven out of ten show variation, then it is
better to adopt the whole ten factors for your study
In order to review the appropriateness, aptness and relevance of the questions
in the light of objectives of this study for the interviews, a pilot study was steered in
October, 2016. The aim was to judge the soundness, legitimacy, linguistic, accuracy
and applicability of the questions comprised and encompassed in interview protocol.
The researcher gain access to four experts from the university to look for their
observations in order to improve construction, simplicity, rationality and exactness of
128
the questions. The queries were altered in the light of directions given by experts. The
final interview format/protocol is recorded in (Appendix-E).
3.11 DATA ANALYSIS
Authentic leadership theory is the base of this research work which deals with
five components- relational transparency, balanced processing information, ethical
perspective, positive psychological capital and self-awareness (Warszewska-Makuch,
Bedyńska, & Żołnierczyk-Zreda, 2015). Method is a methodical approaches,
processes or research instruments employed to collect and analyse data.
Questionnaires and in-depth interviews were conducted to collect information
quantitatively and qualitatively. Descriptive and inferential statistics were used for
analysis. SPSS software version 21 was used for the analysis of gathered data.
Percentage, Mean, Standard Deviation, independent sample t-test, one way ANOVA,
Pearson correlation and thematic analysis were practically used on the data. The
obtained results were tabulated separately and interpreted together.
3.12 ETHICAL CONSIDERATIONS
This research followed the ethical consideration, approved by AWKUM in the
Ethics Review Process. Ethics approval/ Information Sheet and Consent Form were
acquired prior to gather data (see Appendix-J). Individuality and privacy are the two
important ethical considerations for both phases, so respondents were assured to be
safeguarded. They were informed timely that their participation in this endeavor is
voluntary, either to partake or not.
This chapter deals with the systematic discussion of research methodology.
The description of research philosophy, objectivism, subjectivism, abductionism,
epistemology, research logic, mixed methods research, research designs, convergent
parallel design, paradigm, pragmatism, research procedure, pilot study, reliability,
129
validity, population, sample, sampling techniques and ethical consideration have
been thoroughly discussed. The subsequent section will highlight analysis of both
data.
130
Chapter 4
ANALYSIS AND INTERPRETATION
This chapter presents the results from the analysis and interpretation of quantitative
and qualitative data, collected through questionnaire and in-depth interviews,
conducted for this thesis. Each narrative section represents the personal accounts of
each respondent and will be followed by a categorization of the account. Thereafter,
each respondent‘s answers will be analyzed using the data presented in the frame of
reference.
Study 1- Quantitative analysis
The mean score description was done on the basis of following figure
The figure shows that there is a description of range of means scores. Range
(1.00 to 1.50) indicate strongly disagree, range (1.51.to 2.50) express disagree, range
(2.51 to 3.50) represents undecided, range (3.51 to 4.50) specify agree and range (4.51
to 5.00) refer to strongly agree.
Strongly disagree 1.00 to 1.50
1.51 to 2.50
2.51 to 3.50
3.51 to 4.50
4.51 to 5.00
Disagree
Undecided
Agree
Strongly agree
SCALE DESCRIPTION RANGE
Figure 4.1 A:- Source: Scale description Ghazi and Gillani (2011); Hussain,
Saeed, Ahmad and Khan (2015)
131
R.Q.1:- What is self-awareness as authentic leadership attribute of
educational leaders at university level?
Table 4.1
Self-Awareness among university leaders
Table 4.1 shows that respondents are ―strongly agreed‖ with the five statements of
self-awareness construct having mean scores 4.54, 4.67, 4.69, 4.54 and 4.53 which
come in the (Range from 4.51 to 5.00) among leaders. Statements ―I seek feedback as
a way of understanding who I really am as a person” has the mean scores ―4.43‖
which comes in the range (3.51 – 4.50) indicates that respondents are agreed. The
overall mean score 4.57 comes in the range (4.51 - 5.00) shows that all the
respondents are strongly agreed with the construct of self-awareness of authentic
leadership. The mean scores further show that the most of the leaders at university
level are self-aware and have the attribute of self-awareness, which is the prime
component of authentic leadership.
However, all the STD scores reflect that all the respondents have convergence in their
opinions about the statements of self-awareness construct.
Std M Statements S. No
.669 4.54 I can list my three greatest weak points. 1
.649 4.67 I can list my three greatest strong points. 2
.666 4.43 I seek feedback as a way of understanding who I really am
as a person.
3
.465 4.69 I accept the feelings I have about myself. 4
.810 4.54 I consider myself answerable to all. 5
.667 4.53 I remain I am aware of my own loopholes and openly
discuss with followers.
6
0.65 4.57 Overall
132
R.Q.2:- What is relational transparency as authentic leadership attribute
of educational leaders at university level?
Table 4.2
Relational Transparency among university leaders
Std M Statements S. No
.419 4.81 I openly share my feelings with others. 1
.440 4.73 I let others know who I truly am as a person. 2
.720 3.54 I rarely present a "false" front to others. 3
.681 4.53 I confess to others for my mistakes. 4
.388 4.83 I almost always consult with my team before decision-
making.
5
.440 4.26 I keep positive relations with followers. 6
.514 4.45 Overall
Table 4.2 indicates that respondents are ―strongly agreed‖ (Range from 4.53 to 4.83)
with the four statements. Statements ―I rarely present a "false" front to others.‖ and ―I
keep positive relations with followers.‖ have the mean scores ―3.54‖ and ―4.26‖ which
demonstrate that the respondents are agreed with two statements. The overall mean
score 4.45 follows the range (3.51 - 4.50) shows that all the respondents are agreed
with all the statements. The mean scores further show that the leaders at university
level have transparency in their relationship with followers and have the attribute of
relational transparency, which is the key component of authentic leadership.
However, most of the STD scores reflect that all the respondents are unanimous on
their opinions about the statements.
133
R.Q.3:- What is balance processing of information as authentic leadership
attributes of educational leaders at university level?
Table 4.3
Balance Processing of Information among university leaders and followers
Std M Statements S. No
.685 4.56 I seek others' opinions before making up my own mind. 1
.539 4.74 I listen closely to the ideas of those who disagree with
me.
2
.677 4.55 I do not emphasize my own point of view at the expense
of others.
3
.751 3.51 I listen carefully to the ideas of others before making
decisions.
4
.847 3.71 My followers feel I am genuinely interested in serving
them.
5
.575 4.15 I share my information with followers. 6
.679 4.20 Overall
Table 4.3 point to that respondents are ―strongly agreed‖ (Range from 4.55 to 4.74) as
come in range of strongly agreed (4.51 to 5.00) with the three statements and ―agreed‖
(Ranged from 3.51 to 4.15) as come in the range (3.50 to 4.50). The overall mean
score 4.20 move toward the range (3.51 - 4.50) shows that all the respondents were
agreed with all the statements. The mean scores further show that the leaders at
university level have the balance processing of information within the outskirts of the
university and have the quality of balance processing of information, which is an
important component of authentic leadership.
However, the standard deviation scores reflect that all the respondents are undivided
in their opinions about the statements of balance processing.
134
R.Q.4:- What is ethical perspective as authentic leadership attribute of
educational leaders at university level?
Table 4.4
Ethical perspective among university leaders
Std M Statements S. No
.668 4.66 My actions reflect my core values. 1
.660 4.67 I do not allow group pressure to control me. 2
.638 4.70 Other people know where I stand on controversial issues. 3
.638 4.70
My moral standards guide me what I see to do as a
leader.
4
.662 4.59 I deal ethically with my followers. 5
.662 4.59
I look forward to creating genuine relationship through
my association at work.
6
0.65 4.65 Overall
Table 4.4 describes that respondents are ―strongly agreed‖ (Range from 4.59 to 4.70)
with the all six statements. The overall mean score 4.65 follows the range (4.51 -
5.00) displays that all the respondents are strongly agreed with all the statements. The
mean scores further show that the leaders at university level are ethically strong and
have the attribute of ethical perspective, which is a major component of authentic
leadership.
However, most of the standard deviation scores reflect that all the respondents are
exclusive in their opinions about the statements ethical perspective.
135
R.Q. 5:- What is positive psychological capital as authentic leadership
attributes of educational leaders at university level?
Table 4.5
Positive psychological capital among university leaders
Std M Statements S. No
.662 4.59 I am optimistic in my performance as role model for my
followers.
1
.809 4.49 I share common vision with my associates. 2
.809 4.49 I encourage my co-workers when facing difficulties. 3
.809 4.48 I try to become a model of authentic leadership
attributes.
4
.809 4.49 The actions I take are always linked with my values. 5
.646 4.68 I am resilient and won‘t be unhappy for long. 6
0.75 4.53 Overall
Table 4.5 refers to that respondents are ―agreed‖ (Range from 4.48 to 4.49) with the
four statements. Statements ―I am optimistic in my performance as role model for my
followers.‖ and ―I am resilient and won‘t be unhappy for long‖ having the mean
scores ―4.59‖ and ―4.68‖ which express that the respondents are strongly agreed with
these two statements . The overall mean score 4.53 emanates in the range (4.51 - 5.00)
shows that all the respondents are strongly agreed with all the statements. The mean
scores further show that the leaders at university level are hopeful, self-efficacious,
resilient and optimistic; and have the attribute of positive psychological capital, which
is a most important component of authentic leadership.
However, the standard deviation scores reflect that all the respondents have the
similar opinions about the statements of positive psychological capital.
136
R.Q.6:- What is the existing status of work engagement as organizational
development at university level?
Table 4.6
Work engagement among university teachers
Std M Statements S. No
0.72 4.13 I get motivation from my AL to accomplish my set
goals
1
0.73 4.16 AL enhances my job performance
0.66 4.37 At work, I keep it up, even when things do not go well 3
0.67 4.55 My job inspires me 4
0.87 3.94 I am immersed (get involved deeply) in my work 5
0.62 4.24 AL encourages my persistence even in face of obstacles 6
0.71 4.23 Overall
Table 4.6 mentions that respondents are ―agreed‖ (Range from 3.94 to 4.37) with five
the statements as come in the range (3.51 to 4.50). Statements ―My job inspires me‖
having the mean scores ―4.55‖ which takes place in the range (4.50- 5.00) expresses
that the respondents were strongly agreed. The overall mean score 4.23 emanates in
the range (3.51 - 4.50) illustrates that all the respondents were agreed with all the
statements of work engagement. The mean scores further show that the leaders at
university level have the abilities to engage followers in the best of their activities for
the development of the organization and well-being of the human resources and
believe that work engagement is the best construct for the organizational development
and a necessary element for the professional development of the teachers and other
followers.
However, the standard deviation scores reflect that all the respondents have the alike
opinions about the statements of work engagement.
137
R.Q. 7:- What is the existing status of job satisfaction as organizational
development at university level?
Table 4.7
Job satisfaction among university followers/teachers
Std M Statements S. No
0.77 4.26 I receive recognition from the leader for doing good
work.
1
0.72 4.13 I feel that my fellow workers are committed to doing
good quality work because of authentic leader.
2
0.74 3.61 The leader makes me feel that my job is important for the
well-being of others.
3
0.63 4.23 I am satisfied what I am doing for others. 4
0.89 4.26 I am contented what I am receiving for my job. 5
0.62 3.98 I am happy with what I am doing for organization 6
0 73 4.07 Overall
Table 4.7 mentions that respondents are ―agreed‖ (Range from 3.61 to 4.26) with all
the statements. The overall mean score 4.07 emanates in the range (3.51 - 4.50)
illustrates that all the respondents were agreed with all the statements. The mean
scores of all the statements further indicate that the leaders and followers at university
level are justified from their jobs and leaders have the competences to satisfy
followers in the best of their actions for the development of the organization and well-
being of the human resources and believe that job satisfaction is the best construct for
the organizational development and a necessary element for the professional
development of the teachers and other followers.
However, the standard deviation scores reflect that all the respondents have the
identical opinions about the statements of job satisfaction.
138
R.Q.8:- What is the existing status of professional development trainings as
organizational development at university level?
Table 4.8
Professional development trainings at university level
Std M Statements S. No
0.64 4.29 I have had the opportunity over the last year at work to
improve my skills.
1
0.67 4.34 I like a leader who provides training opportunities to his
followers.
2
0.89 4.00 I like a leader who provides training opportunities to his
followers.
3
0.69 3.85 I like a leader who deals with uses of technology in
professional development
4
0.69 3.85 I like a leader who makes arrangements of seminars for
teachers‘ professional development.
5
0.62 3.97 The amount of training I receive is satisfactory. 6
0.70 4.05 Overall
Table 4.8 indicates that respondents are ―agreed‖ (Range from 3.85 to 4.34) with all
the six statements. The overall mean score 4.05 emanates in the range (3.51 - 4.50)
illustrates that all the respondents were agreed with all the statements. The mean
scores of all the statements further indicate that the provision of trainings to followers
at university level has positive effect on the professional development of the followers
which is very important for the organizational development. All the respondents
approved significance of trainings for the professional development of teachers and
followers.
However, the standard deviation scores reflect that all the respondents have the alike
opinions about the statements of professional development trainings.
139
R.Q 9:- What is the existing status of leader follower interaction as
organizational development at university level?
Table 4.9
Leader follower interaction at university level
Std M Statements S. No
0.98 3.95 I prefer leaders who convert their values into consistent
actions that others can have faith in.
1
0.96 4.19 I like leaders who are open to follower opinions. 2
0.68 4.53 I have a high regard for leader having transparency in
relation with followers.
3
0.67 4.55 I like a leader who enjoy helping others to understand the
value and deeper purpose of their work.
4
0.85 3.97 I like the leader who consults with team members for
better performance.
5
0.90 3.84 I appreciate leaders having flexibility in relation to
followers.
6
0.83 4.17 Overall
Table 4.9 comments that respondents are ―agreed‖ (Range from 3.84 to 4.19) with
four statements. Statements ―I have a high regard for leader having transparency in
relation with followers‖, ―I like a leader who enjoy helping others to understand the
value and deeper purpose of their work‖ having the mean scores ―4..53‖ and ―4.55‖
respectively which follow the range (4.51- 5.00) which expresses that the respondents
were strongly agreed in the presentation of their views about the relationship between
leader and followers. The overall mean score 4.17 comes in the range (3.51 - 4.50)
illustrates that all the respondents were agreed with all the statements of leader
follower interaction construct of organizational development. The mean scores of all
the statements further indicate that the leaders and followers at university level have
the significant relation with each other. Leader‘s role is very important in establishing
positive relation between followers and themselves which has paramount importance
for the organizational development and a necessary element for the professional
development of the teachers and other followers.
140
However, the standard deviation scores reflect that all the respondents have the same
opinions about the statements of leader follower interactions.
R.Q. 10:- What is the existing status of follower authentic leadership
development as organizational development at university level?
Table 4.10
Followers’ authentic leadership development at university level
Std M Statements S. No
0.72 4.14 Self-awareness of leader is necessary for follower
authentic leadership development.
1
0.79 4.05 Ethical perspective is significant for follower authentic
leadership development.
2
0.90 3.54 Balance processing of information is vital for authentic
leadership development of followers.
3
0.86 3.93 Relational transparency is important for development as
becoming authentic leader.
4
0.87 4.26 Optimistic leaders play an important role even in hard
times when things seem to be going wrong.
5
0.76 4.23 Quick return to previous condition helps in follower
authentic leadership development.
6
0.81 4 .03 Overall
Table 4.10 shows that respondents are ―agreed‖ (Range from 3.54 to 4.23) with all the
statements. The overall mean score 4.03 emanates in the range (3.51 - 4.50) illustrates
that all the respondents were agreed with all the statements. The mean scores of all the
statements (4.14. 4.05, 3.54, 3.93, 4.26 and 4.23) further indicate that the self-
awareness, relational transparency, ethical perspective, positive psychological capital
(optimism, self-efficacy, resiliency and hopeful) are the most important components
which are very essential for the followers to become future authentic leaders for
organizational development at university level.
However, the standard deviation scores reflect that all the respondents have the
indivisible opinions about the statements of follower authentic leadership
development.
141
RQ. 11:- Is there any difference between male and female respondents on
authentic leadership attributes at university level?
Table 4.11
Gender-wise comparison of authentic leadership attributes
The above table illustrates the mean differences and t value of the authentic leadership
attributes from the gender-wise perspective. The mean differences on the first
component was -1.1855 with -6.500 value which is highly significant as shown by the
significant level (.000). These values show that female leaders believe they are more
self-aware than male respondents. Similarly, on relational transparency the mean
difference is -.44573 with -3.478 t value, these values are significant as the significant
level .001 which is lower than 0.05 and shows that females believe they are more
transparent than male in dealing which is one attribute of authentic leadership. The
mean difference of balance processing of information is -.71183 with t value -.3.833
which is highly significant as shown by the significant level (.000). These values also
show that female respondents are balanced in processing information than male
respondents. Balance processing is another component of authentic leadership on
which female respondents were found clearer and balanced than male respondents as
shown by the mean differences (-.71182) and t value -3.833. Similarly, the mean
Group Statistics
Gender Mean Std.
Deviation
Mean differences t value Sig level
Self-awareness Male 28.7995 2.10925 -1.18555 -6.500
.000
Female 29.9851 .17277
Relational transparency Male 27.3229 1.36849 -.44573 -3.478
.001
Female 27.7687 1.42962
Balance processing Male 25.6315 1.93769 -.71183 -3.833
.000
Female 26.3433 2.32380
Ethical perspective Male 29.5990 .81459 -.26663 -3.703
.000
Female 29.8657 .43857
Positive psychological
capital
Male 28.6050 3.22905 -1.38003 -4.945 .000
Female 29.9851 .12171
142
difference of ethical perspective is -.26663 with t value -.3.703 which is highly
significant as shown by the significant level (.000). These values also show that
female respondents are ethically strong than male respondents. Likewise, the mean
difference of positive psychological capital is -1.38003 with t value -.4.945 which is
highly significant as shown by the significant level (.000). These values also show
that female respondents are more optimistic, resilient, hopeful and self-efficacious
than male respondents.
RQ. 12:- Is there marital-wise comparison of authentic leadership attributes
of educational leaders at university level?
Table 4.12
Marital status comparison of authentic leadership attributes
The above table illustrates the mean differences and t value of the authentic leadership
attributes from the marital-wise perspective. The mean differences on the first
component was 1.34700 with 9.461 t value which is highly significant as shown by
the significant level (.000). These values show that those single respondents are more
self-aware than married respondents. Similarly, on relational transparency the mean
Group Statistics
Marital
status
Mean Std.
Deviation
Mean differences t value Sig level
Self-awareness Single 29.9751 .22221 1.34700
9.461
.000
Married 28.6281 2.20582
Relational transparency Single 27.8755 1.47516 .65376
6.483
.000
Married 27.2218 1.31479
Balance processing Single 26.5145 2.40849 1.04483
7.175
.000
Married 25.4697 1.78532
Ethical perspective Single 29.8548 .47398 .29141
5.098
.000
Married 29.5634 .84412
Positive psychological
capital
Single 29.9834 .12802 1.58120 7.190 .000
Married 28.4022 3.41206
143
difference is .65376 with 6.483 t value, these values are significant as the significant
level .000 which is lower than 0.05 and shows that single are more transparent than
married in dealing which is one attribute of authentic leadership. The mean difference
of balance processing of information is 1.04483 with t value 7.175 which is highly
significant as shown by the significant level (.000). These values also show that single
respondents are balanced in processing information than married respondents.
Balance processing is another component of authentic leadership on which single
respondents were found clearer and balanced than married respondents as shown by
the mean differences (1.04483) and t value 7.175. Similarly, the mean difference of
ethical perspective is -.29141 with t value 5.098 which is highly significant as shown
by the significant level (.000). These values also show that single respondents are
ethically strong than married respondents. As well, the mean difference of positive
psychological capital is 1.58120 with t value 7.190 which is highly significant as
shown by the significant level (.000). These values also show that single respondents
are more optimistic, resilient, hopeful and self-efficacious than married respondents.
RQ. 13:- Is there sector-wise comparison of authentic leadership attributes
of educational leaders at university level?
Table 4.13
Sector-wise comparison of authentic leadership attribute
Group Statistics
Type of
organization
Mean Std.
Deviation
Mean differences t value Sig level
Self-awareness Public 29.9586 .40013 1.98752
17.787
.000
Private 27.9711 2.42297
Relational transparency Public 27.6294 1.36240 .48890
5.573
.000
Private 27.1405 1.36539
Balance processing Public 26.1035 2.20751 .74608
5.872
.000
Private 25.3574 1.71292
Ethical perspective Public 29.8613 .47708 .45013
9.383
.000
Private 29.4112 .94044
Positive psychological Public 29.9420 .59454 2.28914 12.658 .000
144
The above table illustrates the mean differences and t value of the authentic leadership
attributes from the sector-wise perspective. The mean differences on the first
component was 1.98752 with 17.787 t value which is highly significant as shown by
the significant level (.000). These values show that those public university
respondents are more self-aware than private respondents. Similarly, on relational
transparency the mean difference is .48890 with 5.573 t value, these values are highly
significant as the significant level .000 which is lower than 0.05 and shows that
respondents of public universities are more transparent than private in dealing which
is one attribute of authentic leadership. The mean difference of balance processing of
information is .74608 with t value 5.872 which is highly significant as shown by the
significant level (.000). These values also show that respondents of public universities
are balanced in processing information than private sector respondents. Balance
processing is another component of authentic leadership on which single respondents
were found clearer and balanced than married respondents as shown by the mean
differences (.74608) and t value 5.872. Similarly, the mean difference of ethical
perspective is -.45013 with t value 9.383 which is highly significant as shown by the
significant level (.000). These values also show that respondents of public universities
are ethically strong than private respondents. Also, the mean difference of positive
psychological capital is 2.28914 with t value 12.658 which is highly significant as
shown by the significant level (.000). These values also show that respondents of
public universities are more optimistic, resilient, hopeful and self-efficacious than
married respondents.
capital Private 27.6529 3.92995
145
RQ. 14:- Is there position-wise comparison of authentic leadership
attributes of educational leaders at university level?
Table 4.14
Employment status-wise comparison of authentic leadership attributes
The above table illustrates the mean differences and t value of the authentic leadership
attributes from the position-wise perspective. The mean differences on the first
component was 1.15009 with 8.485 t value which is highly significant as shown by
the significant level (.000). These values show that those BPS respondents are more
self-aware than TTS respondents. Similarly, on relational transparency the mean
difference is - .28783 with 2.937 t value, these values are significant as the significant
level .003 which is lower than 0.05 and shows that TTS respondents are more
transparent than BPS in dealing which is one attribute of authentic leadership. The
mean difference of balance processing of information is .02821 with t value .200
which is not significant as shown by the significant level (.842). These values also
show that both type of respondents are not balanced in processing information.
Similarly, the mean difference of ethical perspective is .06618 with t value 1.211
which is not significant as shown by the significant level (.226). These values also
Group Statistics
ES Mean Std.
Deviation
Mean differences t value Sig level
Self-awareness BPS 29.3087 1.76943 1.15009
8.485
.000
TTS 28.1586 2.26505
Relational transparency BPS 27.2984 1.31206 -.28783
-2.973
.003
TTS 27.5862 1.52527
Balance processing BPS 25.7386 1.97196 .02821
.200
.842
TTS 25.7103 2.09767
Ethical perspective BPS 29.6558 .76809 .06618
1.211
.226
TTS 29.5897 .80261
Positive psychological
capital
BPS 28.9409 2.88067 .48230 2.269 .023
TTS 28.4586 3.34830
146
show that both type of respondents are not ethically strong. Likewise, the mean
difference of positive psychological capital is .48230 with t value 2.269 which is not
significant as shown by the significant level (.023). These values also show that both
type of respondents are not optimistic, resilient, hopeful and self-efficacious.
147
R Q. 15:- Is there age-wise comparison of authentic leadership attributes of
educational leaders at university level?
Table 4.15
Age-wise comparison of authentic leadership attributes presenting the results
from one-way between-groups ANOVA with post-hoc tests
Table 4.15 illustrates that “A one-way between-groups analysis of variance‖ was
conducted to explore the relationship of age on authentic leadership attributes, as
measured by the authentic leadership Questionnaire (ALQ). Subjects were divided
into three groups according to their age (Group1: less than 30; Group2 between 31
N Mean Std.
Deviation
df1 df2 eta2/
effect size
F Sig
Self-awareness
Less than 30 167 29.9760 .21821
2
964
0.06
33.094
.000
between 31 and
50 648 28.6420 2.35193
Over 50 152 29.2237 .46318
Total 967 28.9638 2.00097
Relational
transparency
Less than 30 167 28.1677 1.53926
2
964
.
0.08
45.408
.000
between 31 and
50 648 27.1188 1.26531
Over 50 152 27.6579 1.32278
Total 967 27.3847 1.38496
Balance
processing
Less than 30 167 27.0240 2.52446
2
964
0.09
52.224
.000
between 31 and
50 648 25.3472 1.62709
Over 50 152 25.9408 2.22637
Total 967 25.7301 2.00944
Ethical
perspective
Less than 30 167 29.8743 .41333
2
964
0.05
27.550
.000
between 31 and
50 648 29.5093 .88605
Over 50 152 29.9145 .34419
Total 967 29.6360 .77877
Positive
psychological
capital
Less than 30 167 29.9880 .10911
2
964
0.07
37.836
.000
between 31 and
50 648 28.2222 3.56698
Over 50 152 29.9342 .31875
Total 967 28.7963 3.03480 0.00
148
and 50; Group 3: over 50. There was a statistically significant difference at the p < .05
level in ALQ scores for the three age groups: F (2, 964) = 29.9, 28.6 and 29.2, p = .00
for self-awareness; F (2, 964) = 28.1, 27.1 and 27.6 P=.00 for relational transparency;
F (2, 964) = 27.0,25.3 and 25.9 p = .00 for balance processing; F (2, 964) = 29.8, 29.5
and 29.9 p = .00 for ethical perspective; and F (2, 964) = 29.9, 28.2 and 29.9 p = .00
for positive psychological capital. Despite reaching statistical significance, the actual
difference in mean scores between the groups was quite small among self-awareness,
relational transparency, balance processing, ethical perspective and positive
psychological capital. The effect size, calculated using eta square, was .06, .08, .09,
.05 and .07. Post-hoc comparisons using the Tukey HSD test indicated that the mean
score in self-awareness for Group 1 (M= 29.97, SD= 0.21), Group 2 (M = 29.22, SD
= 0.46) and Group 3 (M = 28.64, SD = 2.35) were significantly different from each
other with mean difference 1.33, 0.75 and 0.58 respectively; the mean score in
relational transparency for Group 1 (M= 28.16, SD= 1.53), Group 2 (M = 27.11, SD =
1.26) and Group 3 (M = 27.65, SD = 1.32) were significantly different from each
other with mean difference 1.05, 0.51 and 0.54 respectively; the mean score in
balance processing for Group 1 (M= 27.02, SD= 2.25), Group 2 (M = 25.34, SD =
1.26) and Group 3 (M = 25.94, SD = 2.22) were significantly different from each
other with mean difference 1.68, 1.08 and 0.06 respectively; the mean score in ethical
perspective for Group 1 (M= 29.87, SD= 0.41), Group 2 (M = 29.50, SD = 0.88) and
Group 3 (M = 29.91, SD = 0.34) were significantly different from each other with
mean difference 0.37, 0.04 and 0.41 respectively; and the mean score in positive
psychological capital for Group 1 (M= 29.98, SD= 0.11), Group 2 (M = 28.22, SD =
3.56) and Group 3 (M = 29.93, SD = 0.32) were significantly different from each
other with mean difference 1.76, 0.05 and 1.71 respectively; The eta squared .06, .08,
149
.09, .05 and .07 showed that effect size of self-awareness (.06) and ethical perspective
(.05) was small, while relational transparency (.08), balance processing of information
(.09) and positive psychological capital (.07) showed moderate size effect. The Sig.
values for all the five components (self-awareness, relational transparency, balance
processing, ethical perspective and positive psychological capital) are less than .05
(e.g. .000, .000, .000, .000 and .000), there is a highly significant difference among
the mean scores on dependent variables for the three groups; indicating statistically
highly significant results.
150
RQ. 16:- Is there experience-wise comparison of authentic leadership
attributes of educational leaders at university level?
Table 4.16
Experience-wise comparison of authentic leadership attributes
Table 4.16 explains that “A one-way between-groups analysis of variance‖ was
conducted to explore the relationship of LOS (experience) on authentic leadership
N Mean Std.
Deviation
df1 df2 eta2/
effect size
F Sig
Self-awareness
Less than 5 500 29.9600 .39333
2
964
0.42
360.356
.000
between 5 and
10 238 26.7605 2.93915
Over 10 229 29.0786 .62332
Total 967 28.9638 2.00097
Relational
transparency
Less than 5 500 27.6040 1.34864
2
964
.
0.13
72.323
.000
between 5 and
10 238 26.5210 1.02169
Over 10 229 27.8035 1.41446
Total 967 27.3847 1.38496
Balance
processing
Less than 5 500 26.0560 2.19145
2
964
0.05
24.697
.000
between 5 and
10 238 24.9748 1.15807
Over 10 229 25.8035 2.09024
Total 967 25.7301 2.00944
Ethical
perspective
Less than 5 500 29.8660 .46956
2
964
0.30
206.322
.000
between 5 and
10 238 28.8908 1.06569
Over 10 229 29.9083 .36918
Total 967 29.6360 .77877
Positive
psychological
capital
Less than 5 500 29.9440 .58442
2
964
0.44
376.202
.000
between 5 and
10 238 25.2815 4.50323
Over 10 229 29.9432 .29811
Total 967 28.7963 3.03480
151
attributes, as measured by the authentic leadership Questionnaire (ALQ). Subjects
were divided into three groups according to their LOS (Group1: Less than 5; Group2:
between 5 and 10; Group 3: over 10. There was a statistically significant difference at
the p < .05 level in ALQ scores for the three age groups: F (2, 964) = 29.9, 26.8 and
29.1, p = .00 for self-awareness; F (2, 964) = 27.6, 26.5 and 27.8 P=.00 for relational
transparency; F (2, 964) = 26.1, 29.9 and 25.8 p = .00 for balance processing; F (2,
964) = 29.8, 28.9 and 29.9, p = .00 for ethical perspective; and F (2, 964) = 29.9, 25.3
and 29.9 p = .00 for positive psychological capital. Despite reaching statistical
significance, the actual difference in mean scores between the groups was quite small
among self-awareness, relational transparency, balance processing, ethical perspective
and positive psychological capital. The effect size, calculated using eta squared, was
.42, .13, .05, .30 and .44. Post-hoc comparisons using the Tukey HSD test indicated
that the mean score in self-awareness for Group 1 (M= 29.96, SD= 0.39), Group 2 (M
= 26.76, SD = 2.94) and Group 3 (M = 29.07, SD = 2.00) were significantly different
from each other with mean difference 3.20, 0.89 and 2.31 respectively; the mean
score in relational transparency for Group 1 M= 27.60, SD= 1.34), Group 2 (M =
26.52, SD = 1.02) and Group 3 (M = 27.80, SD = 1.41) were significantly different
from each other with mean difference 1.08, 0.20 and 1.28 respectively; the mean
score in balance processing for Group 1 (M= 26.05, SD= 2.19), Group 2 (M = 24.97,
SD = 1.15) and Group 3 (M = 25.80, SD = 2.09) were significantly different from
each other with mean difference 1.08, 0.25 and 0.83 respectively; the mean score in
ethical perspective for Group 1 (M= 29.86, SD= 0.46), Group 2 (M = 29.98, SD =
1.06) and Group 3 (M = 29.63, SD = 0.77) were significantly different from each
other with mean difference 0.12, 0.23 and 0.35 respectively; and the mean score in
positive psychological capital for Group 1 (M= 29.94, SD= 0.58), Group 2 (M =
152
25.28, SD = 4.50) and Group 3 (M = 29.94, SD = 0.29) were significantly different
from each other with mean difference 4.66, 0.00 and 4.66 respectively; The eta
squared .42, .13, .05, .30 and .44 showed that effect size of self-awareness (.42) and
ethical perspective (.30), relational transparency (.13), and positive psychological
capital (.44) showed high size effect while balance processing of information (.05)
shows small effect size. The Sig. values for all the five components (self-awareness,
relational transparency, balance processing, ethical perspective and positive
psychological capital) are less than .05 (e.g. .000, .000, .000, .000 and .000), there is a
highly significant difference among the mean scores on dependent variables for the
three groups; indicating statistically highly significant results in the light of length of
service (experience).
RQ. 17:- Is there gender-wise comparison of organizational development at
university level?
Table 4.17
Gender-wise comparison of teacher professional development
The above table illustrates the mean differences and t value of the organizational
development (teacher professional development) from the gender-wise perspective.
The mean differences on the first component was -4.41056 with -16.520 value which
Group Statistics
Gender Mean Std.
Deviation
Mean differences t value Sig level
Work engagement Male 25.5894 3.08914 -4.41056
-16.520
.000 Female 30.0000 .00000
Job satisfaction Male 24.4310 3.06819 -5.56903
-21.002
.000 Female 30.0000 .00000
Professional development
trainings
Male 24.5510 1.70692 -5.44898
-36.937
.000 Female 30.0000 .00000
Leader follower interaction Male 26.0048 3.89865 -3.99520
-11.857
.000 Female 30.0000 .00000
Follower authentic
leadership development
Male 23.7911 4.11050 -6.20888
-17.478
.000 Female 30.0000 .00000
153
is highly significant as shown by the significant level (.000). These values show that
female respondents are more engaged in work than male respondents. Similarly, on
job satisfaction the mean difference is -5.56903 with -21.002 t value, these values are
highly significant as the significant level .000 which is lower than 0.05 and shows that
females are more satisfied from their jobs as compared to their male counterpart. The
mean difference of job satisfaction is -5.56903 with -21.002 t value which is highly
significant as shown by the significant level (.000). These values also show that
female respondents are more satisfied from their services than male respondents.
Similarly, the mean difference of teacher professional development trainings -5.44898
with t value -36.937 is which is highly significant as shown by the significant level
(.000). These values also show that female respondents are getting more professional
development from professional development trainings than male respondents. Leader
follower interaction is another component of teacher professional development on
which female respondents were found clearer on their interaction with each other than
male respondents as shown by the mean differences --3.99520 with -11.857 t value.
Likewise, the mean difference of follower authentic leadership development is
-6.20888 with t value -17.478 which is highly significant as shown by the significant
level (.000). These values also show that female respondents are getting more
authentic leadership development as compared to than male respondents. This shows
further that female respondents adopt and exhibit more authentic leadership attributes
during their professional development than their male workforce.
154
RQ. 18:- Is there marital-wise comparison of organizational development at
university level?
Table 4.18
Marital status comparison of teacher professional development
The above table illustrates the mean differences and t value of the organizational
development (teacher professional development) from the marital-wise perspective.
The mean differences on the first component was 5.06016 with 28.381 value which is
highly significant as shown by the significant level (.000). These values show that
bachelor respondents are more engaged in work than married respondents. Similarly,
on job satisfaction the mean difference is 5.62711 with 31.191 t value, these values
are highly significant as the significant level .000 which is lower than 0.05 and shows
that bachelor are more satisfied from their jobs as compared to their married
counterpart. The mean difference of job satisfaction is 5.62711 with t value 31.191
which is highly significant as shown by the significant level (.000). These values also
show that unmarried respondents are more satisfied from their services than married
respondents. Similarly, the mean difference of teacher professional development
trainings 4.98090 with t value 56.386 is which is highly significant as shown by the
significant level (.000). These values also show that single respondents are getting
Group Statistics
Marital
status
Mean Std.
Deviation
Mean differences t value Sig level
Work engagement Single 30.0000 .00000 5.06061
28.381
.000
Married 24.9394 2.76713
Job satisfaction Single 29.4274 1.18142 5.62711
31.191
.000
Married 23.8003 2.71599
Professional development
trainings
Single 29.0456 1.96903 4.98090
56.386
.000
Married 24.0647 .77188
Leader follower interaction Single 30.0000 .00000 4.58402
18.529
.000
Married 25.4160 3.83925
Follower authentic
leadership development
Single 30.0000 .00000 7.12397 30.827 .000
Married 22.8760 3.58634
155
more professional development from professional development trainings than married
respondents. Leader follower interaction is another component of teacher professional
development on which single respondents were found clearer on their interaction with
each other than married respondents as shown by the mean differences 4.58402 with
18.529 as t value. Likewise, the mean difference of follower authentic leadership
development is 7.12397 with t value 30.827 which is highly significant as shown by
the significant level (.000). These values also show that bachelor respondents are
getting more authentic leadership development as compared to married respondents.
This shows further that single respondents adopt and exhibit more authentic
leadership attributes during their professional development than their married
workforce.
RQ. 19:- Is there sector-wise comparison of organizational development at
university level?
Table 4.19
Sector-wise comparison of teacher professional development
The above table illustrates the mean differences and t value of the organizational
development (teacher professional development) from the gender-wise perspective.
The mean differences on the first component was 5.58884 with 52.597 value which is
Group Statistics
Type of
organization
Mean Std.
Deviation
Mean differences t value Sig level
Work engagement Public 28.9979 2.00155 5.58884
52.597
.000
Private 23.4091 1.20644
Job satisfaction Public 28.0104 1.67911 5.60953
43.922
.000
Private 22.4008 2.25048
Professional
development trainings
Public 27.0166 2.45789 3.41739
29.995
.000
Private 23.5992 .49057
Leader follower
interaction
Public 29.6025 .79896 6.08182
39.443
.000
Private 23.5207 3.29338
Follower authentic
leadership development
Public 28.2112 3.59531 7.11201 43.348 .000
Private 21.0992 .31929
156
highly significant as shown by the significant level (.000). These values show that
public sector universities respondents are more engaged in work than private sector
universities respondents. Similarly, on job satisfaction the mean difference is -
5.60953 with 43.922 t value, these values are highly significant as the significant level
.000 which is lower than 0.05 and shows that public sector universities respondents
are more satisfied from their jobs as compared to their private sector universities
respondents. The mean difference of job satisfaction is 5.60953 with 43.922 t value
which is highly significant as shown by the significant level (.000). These values also
show that public sector universities respondents are more satisfied from their services
than private sector universities respondents. Similarly, the mean difference of teacher
professional development trainings 3.41739 with t value 29.995 is highly significant
as shown by the significant level (.000). These values also show that public sector
universities respondents are getting more professional development from professional
development trainings than public sector universities respondents. Leader follower
interaction is another component of teacher professional development on which public
sector universities respondents were found clearer on their interaction with each other
than private sector universities respondents as shown by the mean differences 6.08182
with 39.443 t value. Likewise, the mean difference of follower authentic leadership
development is 7.11201 with t value 43.348 which is highly significant as shown by
the significant level (.000). These values also show that public sector universities
respondents are getting more authentic leadership development as compared to public
sector universities respondents. This shows further that public sector universities
respondents adopt and exhibit more authentic leadership attributes during their
professional development than their public sector universities respondents.
157
RQ. 20:- Is there position-wise comparison of organizational development at
university level?
Table 4.20
Employment status-wise comparison of teacher professional development
The above table illustrates the mean differences and t value of the organizational
development (teacher professional development) from the position-wise perspective.
The mean differences on the first component was 1.15009 with 8.485 t value which is
highly significant as shown by the significant level (.000). These values show that
BPS respondents are more engaged in work than TTS respondents. Similarly, on job
satisfaction the mean difference is -.28783 with -2.973 t value, these values are
significant as the significant level .003 which is lower than 0.05 and shows that TTS
respondents are more satisfied from their jobs as compared to BPS counterpart. The
mean difference of job satisfaction is -.28783 with -2.937 t value which is highly
significant as shown by the significant level (.003). These values also show that TTS
respondents are more satisfied from their services than BPS respondents. Similarly,
the mean difference of teacher professional development trainings .02821 with t value
Group Statistics
ES Mean Std.
Deviation
Mean differences t value Sig level
Work engagement BPS 27.7120 2.65547 1.15009
8.485
.000
TTS 22.6724 .95192
Job satisfaction BPS 27.0059 2.27346 -.28783
-2.973
.003
TTS 20.9931 1.41420
Professional development
trainings
BPS 26.1521 2.48407 .02821
.200
.842
TTS 23.3310 .47140
Leader follower interaction BPS 28.7134 1.75260 .06618
1.211
.226
TTS 21.5276 2.58307
Follower authentic
leadership development
BPS 26.2112 4.38644 .48230 2.269 .023
TTS 21.0103 .17617
158
.200 is which is not significant as shown by the significant level (.842). These values
also show that both BPS and TTS respondents are not getting significant professional
development from professional development trainings. Leader follower interaction is
another component of teacher professional development on which both the BPS and
TTS respondents were found unclear on their interaction with each other as shown by
the mean differences .6618 with t value (1.211) and significant level (.226). Similarly,
the mean difference of follower authentic leadership development is 0.48230 with t
value 2.269 which is significant as shown by the significant level (.023). These values
also show that PBS respondents are getting more authentic leadership development as
compared to than TTS respondents. This shows further that BPS respondents adopt
and exhibit more authentic leadership attributes during their professional development
than their TTS colleague.
159
RQ. 21:- Is there age-wise comparison of organizational development at
university level?
Table 4.21
Age-wise comparison of teacher professional development
Table 4.21 explains that “A one-way between-groups analysis of variance‖ was
conducted to explore the relationship of age on teacher professional development, as
measured by self-developed Questionnaire. Subjects were divided into three groups
N Mean Std.
Deviation
df1 df2 eta2/
effect
size
F Sig
Work
engagement
Less than 30 167 30.0000 .00000
2
964
0.50
482.047
.000
between 31and
50 648 26.2068 2.80546
Over 50 152 22.0000 .00000
Total 967 26.2006 3.24708
Job satisfaction
Less than 30 167 30.0000 .00000
2
964
.
0.81
1110.377
.000
between 31 and
50 648 25.1867 2.31065
Over 50 152 20.0000 .00000
Total 967 25.2027 3.43714
Professional
development
trainings
Less than 30 167 30.0000 .00000
2
964
0.69
2144.592
.000
between 31 and
50 648 24.6373 1.28826
Over 50 152 23.0000 .00000
Total 967 25.3061 2.46117
Leader
follower
interaction
Less than 30 167 30.0000 .00000
2
964
0.64
865.421
.
000
between 31 and
50 648 27.2639 2.77989
Over 50 152 19.7697 1.10069
Total 967 26.5584 3.87278
Follower
authentic
leadership
development
Less than 30 167 30.0000 .00000
2
964
0.38
291.884
.000
between 31 and
50 648 24.1296 4.22093
Over 50 152 21.0000 .00000
967 24.6515 4.37709 .000
160
according to their age (Group1: less than 30; Group2 between 31 and 50; Group 3:
over 50. There was a statistically significant difference at the p < .05 level in
questionnaire scores for the three age groups: F (2, 964) = 30.0, 26.2 and 22.03, p =
.00 for work engagement; F (2, 964) = 30.0, 25.1 and 20.0, p =.00 for job satisfaction;
F (2, 964) = 30.0, 24.6 and 23.0, p = .00 for professional development trainings; F (2,
964) = 30.0, 27.2 and 19.7, p = .00 for leader follower interaction; and F (2, 964) =
30.0, 24.1 and 21.0, p = .00 for follower authentic leadership development. Despite
reaching statistical significance, the actual difference in mean scores between the
groups was quite small among work engagement, job satisfaction, professional
development training, and leader follower interaction and follower authentic
leadership development. The effect size, calculated using eta squared, was .50, .81,
.69, .64 and .38. Post-hoc comparisons using the Tukey HSD test indicated that the
mean score in work engagement for Group 1 (M= 30.00, SD= 0.00), Group 2 (M =
26.21, SD = 2.81) and Group 3 (M = 22.00, SD = 0.00) were significantly different
from each other with mean difference 3.79, 8.00 and 4.21 respectively; the mean
score in job satisfaction for Group 1 ((M= 30.00, SD= 0.00), Group 2 (M = 25.18, SD
= 2.31) and Group 3 (M = 20.00, SD = 0.00) were significantly different from each
other with mean difference 4.82, 10.006 and 5.18 respectively; the mean score in
professional development training for Group 1 (M= 30.00, SD= 0.00), Group 2 (M =
24.63, SD = 1.28) and Group 3 (M = 23.00, SD = 0.00) were significantly different
from each other with mean difference 5.37, 7.00 and 1.63 respectively; the mean
score in leader follower interaction for Group 1 (M= 30.00, SD= 0.00), Group 2 (M =
27.26, SD = 2.77) and Group 3 (M = 19.76, SD = 1.10) were significantly different
from each other with mean difference 2.74, 10.24 and 7.50 respectively; and the mean
score in follower authentic leadership development for Group 1 (M= 30.00, SD=
161
0.00), Group 2 (M = 24.12, SD = 4.22) and Group 3 (M = 21.00, SD = 0.00) were
significantly different from each other with mean difference 5.88, 9.00 and 3.12
respectively; The eta squared .50, .81, .69, .64 and .38 showed that effect size of
work engagement (.76), job satisfaction (.80), professional development trainings
(.47), leader follower interaction (.87) and follower authentic leadership development
(.61) showed a large size effect as all the eta squared values are greater than .14 as
Cohen classifies .01 as a small effect, .06 as a medium effect and .14 as a large effect
(Pallant, 2011). The Significant values for all the five components (work engagement,
job satisfaction, professional development trainings, leader follower interaction and
follower authentic leadership development) are less than .05 (e.g. .000, .000, .000,
.000 and .000), there is a highly significant difference among the mean scores on
dependent variables for the three groups; indicating statistically highly significant
results.
162
RQ. 22:- Is there experience-wise comparison of organizational
development at university level?
Table 4.22
Experience-wise comparison of teacher professional development presenting the
results from one-way between-groups ANOVA with post-hoc tests
Table 4.22 illustrates that ―A one-way between-groups analysis of variance‖ was
shown to discover the relationship of LOS (experience) on teacher professional
development, as measured by self-developed Questionnaire. Participants were
N Mean Std.
Deviation
df1 df2 eta2/
effect
size
F Sig
Work
engagement
Less than 5 500 28.8620 2.09660
2
964
0.76
1586.816
.000
between 5 and
10 238 24.3445 .47622
Over 10 229 22.3188 .74259
Total 967 26.2006 3.24708
Job satisfaction
Less than 5 500 27.9420 1.69007
2
964
.
0.80
430.460
.000
between 5 and
10 238 24.0126 1.41863
Over 10 229 20.4585 1.08186
Total 967 25.2027 3.43714
Professional
development
trainings
Less than 5 500 26.9140 2.47687
2
964
0.47
3345.231
.000
between 5 and
10 238 24.0000 .00000
Over 10 229 23.1528 .36062
Total 967 25.3061 2.46117
Leader
follower
interaction
Less than 5 500 29.5480 .83732
2
964
0.87
769.164
.000
between 5 and
10 238 26.0084 1.42014
Over 10 229 20.6026 2.09096
Total 967 26.5584 3.87278
Follower
authentic
leadership
development
Less than 5 500 27.9660 3.76792
2
964
0.61
2053.902
.000
between 5 and
10 238 21.1891 .39239
Over 10 229 21.0131 .19825
Total 967 24.6515 4.37709 0.00
163
distributed into three groups according to their LOS (Group1: less than 5; Group2
between 5 and 10; Group 3: over 10. Statistically significant difference was found at
the p < .05 level in questionnaire scores for the three LOS groups: F (2, 964) = 28.8,
24.3 and 22.3, p = .00 for work engagement; F (2, 964) = 27.9, 24.0 and 22.4, p =.00
for job satisfaction; F (2, 964) = 26.9, 24.0 and 23.1, p = .00 for professional
development trainings; F (2, 964) = 29.5, 26.0 and 20.6, p = .00 for leader follower
interaction; and F (2, 964) = 27.9, 21.1 and 21.0, p = .00 for follower authentic
leadership development. Regardless of getting statistical significance, the real
difference in mean scores between the groups was rather slight among work
engagement, job satisfaction, professional development training, and leader follower
interaction and follower authentic leadership development. The effect size, counted by
means of eta squared, was .76, .80, .47, .87 and .61. Post-hoc comparisons using the
Tukey HSD test specified that the mean score in work engagement for Group 1 (M=
28.86, SD= 2.09), Group 2 (M = 24.34, SD = 0.47) and Group 3 (M = 22.32, SD =
0.74) were significantly different from each other with mean difference 4.52, 6.54 and
2.02 respectively; the mean score in job satisfaction for Group 1 (M= 27.94, SD=
1.69), Group 2 (M = 24.01, SD = 1.41) and Group 3 (M = 20.45, SD = 1.08) were
significantly different from each other with mean difference 3.93, 7.49 and 3.56
respectively; the mean score in professional development training for Group 1 (M=
26.91, SD= 2.47), Group 2 (M = 24.00, SD = 0.00) and Group 3 (M = 23.15, SD =
0.36) were significantly different from each other with mean difference 2.91, 3.76 and
0.85 respectively; the mean score in leader follower interaction for Group 1 (M=
29.54, SD= 2.47), Group 2 (M = 26.00, SD = 1.42) and Group 3 (M = 20.60, SD =
2.09) were significantly different from each other with mean difference 3.54, 8.94 and
5.40 respectively; and the mean score in follower authentic leadership development
164
for Group 1 (M= 27.96, SD= 3.76), Group 2 (M = 21.18, SD = 0.39) and Group 3 (M
= 21.01, SD = 0.19) were significantly different from each other with mean difference
6.78, 6.95 and 0.17 respectively; The eta squared .76, .80, .47, .87 and .61 showed
that effect size of work engagement (.76), job satisfaction (.80), professional
development trainings (.47), leader follower interaction (.87) and follower authentic
leadership development (.61) showed a large size effect as all the eta squared values
are greater than .14 as Cohen categorizes .14 as a large effect, .06 as a medium effect
and .01 as a small effect (Pallant, 2011). The Sig. values for all the five components
(work engagement, job satisfaction, professional development trainings, leader
follower interaction and follower authentic leadership development) are less than .05
(e.g. .000, .000, .000, .000 and .000), highly significant difference among the mean
scores on dependent variables for the three groups exist; indicating statistically highly
significant results.
165
RQ. 23:- Is there a relationship among the constructs of authentic
leadership attributes?
Table 4.23
Pearson Product Moment Correlations among the components of authentic
leadership attributes
Correlations
SA RT BP EP PPC
Self-awareness
Pearson Correlation - .446** .270** .815** .950**
Sig. (2-tailed) .000 .000 .000 .000
N 967 967 967 967
Relational
transparency
Pearson Correlation - .865** .355** .416**
Sig. (2-tailed) .000 .000 .000
N 967 967 967
Balance processing
Pearson Correlation - .197** .207**
Sig. (2-tailed) .000 .000
N 967 967
Ethical
perspective
Pearson Correlation - .859**
Sig. (2-tailed) .000
N 967
Pearson Correlation
Positive
psychological
capital
Sig. (2-tailed)
N 967
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates the correlation among the components of authentic
leadership. All these components are closely correlated to each other. The highest
correlation for self-awareness was found with positive-psychological capital (r value
.950) which is significant at .000, while the lowest correlation was found for balance
processing, having the r value .270 which is also significant at .000. Similarly, for
relational transparency the highest correlation was found with balance processing (r
value .865) which is significant at .000; the second highest correlation for relational
transparency was found with positive psychological capital (r value .416) which is
significant at .000 while the lowest correlation was found for ethical perspective (r
value .355) which is significant at .000. Likewise, for balance processing the highest
166
correlation was found with relational transparency (r value .825) which is significant
at .000; then with positive psychological (r value .859) which is significant at .000;
then with self-awareness (r value .446) which is significant at .000, while the lowest
correlation was found with ethical perspective (.197) which is significant at .000. The
highest correlation for ethical perspective was found with balance processing (r value
.865) which is significant at .000. , then with positive psychological capital (r value
.859) which is significant at .000 while the lowest correlation was found with
relational transparency (r value .446) which is significant at .000. The highest
correlation for positive psychological capital was found with self-awareness .950
which is significant at .000 while the lowest correlation of this component was found
with balance processing component (r value .207) which was significant at .000.
167
RQ. 24:- Is there a relationship among the constructs of organizational
development (teacher professional development)?
Table 4.24
Pearson Product Moment Correlations among the components of organizational
development
Correlations
WE JS PDT
LFI FALD
Work engagement
Pearson Correlation - .912** .760** .893** .957**
Sig. (2-tailed) .000 .000 .000 .000
N 967 967 967 967
Job satisfaction
Pearson Correlation - .862** .940** .794**
Sig. (2-tailed) .000 .000 .000
N 967 967 967
Professional
development
trainings
Pearson Correlation - .666** .734**
Sig. (2-tailed) .000 .000
N 967 967
Leader follower
interaction
Pearson Correlation - .735**
Sig. (2-tailed) .000
N 967
Follower authentic
leadership
development
Pearson Correlation
Sig. (2-tailed)
N 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates the correlation among the components of organizational
development. All these components are closely correlated to each other. The highest
correlation for work engagement was found with follower authentic leadership
development (r value .957) which is significant at .000, while the lowest correlation
was found for professional development trainings, having the r value .760 which is
also significant at .000. Similarly, for job satisfaction the highest correlation was
found with leader follower interaction (r value .940) which is significant at .000; the
second highest correlation for work engagement was found with professional
development trainings (r value .862) which is significant at .000 while the lowest
correlation was found for follower authentic leadership development (r value .794)
which is significant at .000. Likewise, for professional development trainings the
168
highest correlation was found with job satisfaction (r value .912) which is significant
at .000; then with follower authentic leadership development (r value .734) which is
significant at .000; while the lowest correlation was found with leader follower
interaction (r value .666) which is significant at .000. The highest correlation for
leader follower interaction was found with follower authentic leadership development
(r value .957) which is significant at .000, then with job satisfaction (r value .912)
which is significant at .000 while the lowest correlation was found with professional
development trainings (r value .760) which is significant at .000. The highest
correlation for follower authentic leadership development was found with work
engagement having r value .957 which is significant at .000, then with job satisfaction
(r value .794) which is significant at .000 and then with leader follower interaction
with r value .735 which is significant at .000, while the lowest correlation of this
component was found with professional development trainings component (r value
.734) which was significant at .000.
169
RQ. 25:- Is there a relationship between self-awareness and the constructs
of organizational development (teacher professional
development)?
Table 4.25
Pearson Product Moment Correlations between self-awareness and the
components of organizational development
The above table illustrates that the self-awareness which is the first construct
of authentic leadership has the highest correlation for follower authentic leadership
development (r value .410) which is significant at .000 while the lowest correlation
for self-awareness was found in professional development trainings (r value
.315)which is significant at .000.
Correlations
SA WE JS PDT LFI FALD
Self-awareness
Pearson Correlation - .388** .397** .303** .315** .410**
Sig. (2-tailed) .000 .000 .000 .000 .000
N 967 967 967 967 967
Work engagement
Pearson Correlation - .912** .760** .893** .957**
Sig. (2-tailed) .000 .000 .000 .000
N 967 967 967 967
Job satisfaction
Pearson Correlation - .862** .940** .794**
Sig. (2-tailed) .000 .000 .000
N 967 967 967
Professional
development trainings
Pearson Correlation - .666** .734**
Sig. (2-tailed) .000 .000
N 967 967
Leader follower
interaction
Pearson Correlation - .735**
Sig. (2-tailed) .000
N 967
Follower authentic
leadership
development
Pearson Correlation
Sig. (2-tailed)
N 967 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
170
RQ. 26:- Is there a relationship between relational transparency and the
constructs of organizational development (teacher professional
development)?
Table 4.26
Pearson Product Moment Correlations between relational transparency and the
components of organizational development
Correlations
RT WE JS PDT LFI FALD
Relational
Transparency
Pearson Correlation - .115** .139** .150** .042 .239**
Sig. (2-tailed) .000 .000 .000 .191 .000
N 967 967 967 967 967
Work
Engagement
Pearson Correlation - .912** .760** .893** .957**
Sig. (2-tailed) .000 .000 .000 .000
N 967 967 967 967
Job
Satisfaction
Pearson Correlation - .862** .940** .794**
Sig. (2-tailed) .000 .000 .000
N 967 967 967
Professional
development trainings
Pearson Correlation - .666** .734**
Sig. (2-tailed) .000 .000
N 967 967
Leader follower
interaction
Pearson Correlation - .735**
Sig. (2-tailed) .000
N 967
Follower authentic
leadership development
Pearson Correlation -
Sig. (2-tailed)
N 967 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates that the relational transparency which is the most
important construct of authentic leadership has the highest correlation for follower
authentic leadership development (r value .239) which is significant at .000 while the
lowest correlation for self-awareness was found in leader follower interaction (r value
.042)which is significant at .000.
171
RQ. 27:- Is there a relationship between balance processing and the
constructs of organizational development (teacher professional
development)?
Table 4.27
Pearson Product Moment Correlations between balance processing and the
components of organizational development
The above table illustrates that the self-awareness which is the first construct of
authentic leadership has the highest correlation for professional development trainings
(r value .276) which is significant at .000 while the lowest correlation for self-
awareness was found in leader follower interaction (r value .064) which is significant
at .000.
Correlations
BP WE JS PDT LFI FALD
Balance
Processing
Pearson Correlation - .129**
.163**
.276**
.064* .155
**
Sig. (2-tailed)
.000 .000 .000 .045 .000
N 967 967 967 967 967
Work
engagement
Pearson Correlation - .912**
.760**
.893**
.957**
Sig. (2-tailed)
.000 .000 .000 .000
N 967 967 967 967
Job
Satisfaction
Pearson Correlation - .862**
.940**
.794**
Sig. (2-tailed)
.000 .000 .000
N 967 967 967
Professional
Development
Trainings
Pearson Correlation - .666**
.734**
Sig. (2-tailed)
.000 .000
N 967 967
Leader
Follower
Interaction
Pearson Correlation - .735**
Sig. (2-tailed)
.000
N 967
Follower
Authentic
leadership
development
Pearson Correlation -
Sig. (2-tailed)
N 967 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
172
RQ. 28:- Is there a relationship between ethical perspective and the
constructs of organizational development (teacher professional
development)?
Table 4.28
Pearson Product Moment Correlations between ethical perspective and the
components of organizational development
Correlations
EP WE JS PDT LFI FALD
Ethical
perspective
Pearson Correlation - .177**
.181**
.149**
.102**
.222**
Sig. (2-tailed)
.000 .000 .000 .001 .000
N 967 967 967 967 967
Work
engagement
Pearson Correlation - .912**
.760**
.893**
.957**
Sig. (2-tailed)
.000 .000 .000 .000
N 967 967 967 967
Job
Satisfaction
Pearson Correlation - .862**
.940**
.794**
Sig. (2-tailed)
.000 .000 .000
N 967 967 967
Professional
development
trainings
Pearson Correlation - .666**
.734**
Sig. (2-tailed)
.000 .000
N 967 967
Leader
follower
Interaction
Pearson Correlation - .735**
Sig. (2-tailed)
.000
N 967
Follower
authentic
leadership
development
Pearson Correlation -
Sig. (2-tailed)
N 967 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates that the ethical perspective which is the first construct of
authentic leadership has the highest correlation for follower authentic leadership
development (r value .222) which is significant at .000 while the lowest correlation
for self-awareness was found in leader follower interaction (r value .102) which is
significant at .000
173
RQ. 29:- Is there a relationship between positive psychological capital and
the constructs of organizational development (teacher professional
development)?
Table 4.29
Pearson Product Moment Correlations between positive psychological capital
and the components of organizational development
Correlations
PPC WE JS PDT LFI FALD
Positive
Psychological
Capital
Pearson Correlation - .255** .246** .206** .153** .314**
Sig. (2-tailed) .000 .000 .000 .000 .000
N 967 967 967 967 967
Work
Engagement
Pearson Correlation - .912** .760** .893** .957**
Sig. (2-tailed) .000 .000 .000 .000
N 967 967 967 967
Job
Satisfaction
Pearson Correlation - .862** .940** .794**
Sig. (2-tailed) .000 .000 .000
N 967 967 967
Professional
Development
Trainings
Pearson Correlation - .666** .734**
Sig. (2-tailed) .000 .000
N 967 967
Leader
Follower
Interaction
Pearson Correlation - .735**
Sig. (2-tailed) .000
N 967
Follower
Authentic
Leadership
Development
Pearson Correlation -
Sig. (2-tailed)
N 967 967 967 967 967 967
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates that the ethical perspective which is the construct of
authentic leadership has the highest correlation for follower authentic leadership
development (r value .314) which is significant at .000 while the lowest correlation
for self-awareness was found in leader follower interaction (r value .153) which is
significant at .000.
174
RQ. 30:- Is there a relationship between authentic leadership attributes and
organizational development in public and private sector
universities?
Table 4.31
Sector-wise correlation between authentic leadership attributes and
organizational development (teacher professional development) in public and
private sectors
Correlations
Type of
organization
(binned)
N Mean Std
deviation
r value Sig. level
Authentic
leadership
attributes
Public
483 140.8170 7.52612
.355
.000
Teachers
professional
development
Authentic
leadership
attributes
Private
484 134.0424 14.96052
.519
.000
Teachers
professional
development
**. Correlation is significant at the 0.01 level (2-tailed).
The above table illustrates the mean, STD deviation, Pearson correlations and
significance of the authentic leadership attributes and organizational development
(teacher professional development) from sector-wise perspective. The mean score of
the authentic leadership attributes and teacher professional development in public and
private sector universities was 140.8170 and 134.0424 with standard deviation
7.52612 and 14.96052. The r value between authentic leadership attributes and
teacher professional development in public sector universities is (r = .355) which
shows medium relationship which is highly significant as shown by the significant
level (.000). The r value between authentic leadership attributes and teacher
professional development in private sector universities is (r = .519) which is
175
indicative of large correlations as suggested by Cohen (1988) that small correlation
ranges from (.10 to .29) medium correlation (.30 to .49) and large correlation (.50 to
1.0) which is highly significant as shown by the significant level (.000). These values
show that relationship between authentic leadership attributes and teacher
professional development in private sector universities is higher than public sector
universities.
In a nutshell, there is significant relationship of authentic leadership attributes,
organization development in public and private sector universities of Khyber
Pakhtunkhwa. Overall the chapter presents a clear description of results obtained from
the data collected through research instruments.
RQ. 31:- Is there any relationship between authentic leadership attributes
and organizational development (teacher professional
development)?
Table 4.30
Pearson Product Moment Correlations between authentic leadership attributes
and organizational development- teacher professional development
Correlations
Authentic leadership
attributes
Organizational development
(Teachers professional
development)
Authentic leadership
Attributes
Pearson Correlation - .426**
Sig. (2-tailed) .000
N 967
Organizational development
(Teachers professional
Development)
Pearson Correlation -
Sig. (2-tailed)
N 967 967
**. Correlation is significant at the 0.01 level (2-tailed)
The connection between ALA (as assessed by the ALQ) and teacher professional
development (as assessed by the self-developed questionnaire) was examined
applying Pearson product moment correlation coefficient. Initial analyses were made
to confirm that no harm of the assumptions of normality, linearity and
176
homoscedasticity was done. Medium positive correlation between the two variables,
r = .426, n = 967, P < .000, not as much of .05 indicating the statistical significance of
the results. Cohen (1988) suggests the following guidelines: [small correlation (r =.10
to .29) medium correlation (r =.30 to .49) large correlation (r =.50 to 1.0) (pp.79-81)].
In the light of this suggestion, there is medium correlation (r =.426) between authentic
leadership attributes and teacher professional development.
STUDY 2- THE INTERVIEWS: THE FOUNDATION OF
AUTHENTIC LEADERSHIP
The researcher has gathered information for this thesis from the public and
private sector universities educational leaders at Khyber Pakhtunkhwa in Pakistan.
Aim of the chapter is to make available visions, understandings, intuitions,
perceptions, acumens, awareness and discernments of front-runners and adherents‘
practices at work and to comprehend procedures by which diverse themes of AL
develop. Interviews were conducted to discover the authentic leadership attributes in
relation to organizational development. Actually, the thesis explored the procedure
over which self-awareness, relational transparency, ethical perspective, balance
processing information and positive psychological capital influence teacher
professional development i.e. leader follower interaction, follower authentic
leadership development, job satisfaction, work engagement and professional
development trainings. Interviewees were conducted to replicate on these five
components and the range to which they sensed and expedited their level of
leadership at work. Qualitative data were analyzed to give response to this RQ, as
cited in Chapter 1:
RQ 33: How leaders transform into authentic leaders at university level?
4.1 INTERVIEWEES’ ATTRIBUTES
177
The sample consisted of 30 interviewees (see Appendix F for interviewees'
profiles). Table 4.1 shows the distribution of the sample in respect to leaders who are
partaking in the study. Among these informant sixty percent (60%) were male and
forty percent were female (40%). Informants comprised 50% public sector and 50%
private sector university leaders. The table shows demographic profile of the
interviewees including gender, age, and length of service; marital status, employment
status and educational level of the leaders.
Table 4.32
Interviewees’ attributes
Categories Number of Informants Percentage (%)
Educational level MA/MSc Nil Nil
MPhil 9 30
PhD 21 70
Gender Male 18 60
Female 12 40
Age Less than 30 3 10
Between 31 and 50 18 60
Over 50 9 30
Length of service Less than 5 6 20
Between 5 and 10 15 50
Over 10 9 30
178
In Table 4.32, there were three categories based on age. The first category was of
those who were up to 30, having 10% of the unit of analysis. The second category was
those who are 60 % and were between 31 and 50. The third category were above 50
age and was showing 30 percentage. It is shown in the table that 75% informants were
having PhD and 25% were MPhil degree holders. This is the symbol of educated
persons at university level. The gender-wise representation of the sample is also up to
the mark. The sample shows that majority of the sample (80 %) were well
experienced as 50 % informants had length of service between 5 and 10 while 30 %
had experience more than 10 years. It was also shown that 50% sample was taken
from each sector.
Chart 4.1
Sample distribution by education level
Chart 4.1 displays that most of the informants were PhD degree holders, showing
percentage 70 while 30% informants had MPhil degrees and none of them were
0
10
20
30
40
50
60
70
80
MA/MSc Mphil PhD
Sample distribution by Education Level
Marital status Single 6 20
Married 24 80
Employment status BPS 21 70
TTS 9 30
Contract Nil Nil
Types of
organization
Public 15 50
Private 15 50
179
Master degree holders. This further describes that the chosen personalities for
interviews were well-read and learned.
Chart 4.2
Sample distribution by Length of Service
In terms of length of service, the majority of the leaders (50%) have worked between
five and ten years in the university (chart 4.2). Twenty percent (20 %) leaders have
less than five years‘ experience, while thirty percent (30 %) of leaders have worked
for the organisations over 10 years.
Chart 4.3
Sample distribution by sector in the university
0
10
20
30
40
50
60
Less than 5 b/w 5 & 10 Over 10
Sample distribution by Length of Service
0
10
20
30
40
50
60
Public Private
Sector-wise sample distribution
180
The equal number of leaders were interviewed (50%) from the public and private
sector universities. The chart 4.3 shows that there were two sectors, one was public
and the other was private university and equal number of sample was taken from each
sector.
Chart 4.4
Gender-wise Sample distribution in the university
Chart 4.4 shows that 60 % male and 40 % female leaders were interviewed from both
public and private sector universities.
0
10
20
30
40
50
60
70
Male Female
Gender-wise sample distribution
181
Chart 4.5
Sample distribution by employment status in the university
This chart 4.5 shows that employment-wise sample distribution is 70 % leaders
working on BPS, and 30 % working on TTS in universities while there were no
leaders and teachers who were performing their duties on contract basis.
Chart 4.6
Age-Wise Sample distribution in the university
The chart 4.6 shows that age-wise sample distribution is that 10 % leaders were less
than 30 years, 60 % interviewees were between 31 and 50 years and 30 % informants
were over 50 years in age.
0
10
20
30
40
50
60
70
80
BPS TTS Contract
Employment Status
0
10
20
30
40
50
60
70
Less than 30 b/w 30 & 50 Over 50
Age-wise sample distribution
182
Chart 4.7
Sample distribution by marital status in the university
Chart 4.7 shows that marital wise sample distribution is that 80 % married and 20 %
single/bachelor leaders were interviewed from both public and private sector
universities in Khyber Pakhtunkhwa- Pakistan.
4.2 Results and Emergence of the Themes
The subjective involvements of leaders in the field of leadership are
highlighted in this part. The experiences of these leaders are structured for themes
emergence and thoughts development. The researcher scrutinized, conferred and
fashioned themes and thoughts based on the strong link and connection between
characteristics coded in themes and concepts. Three parameters were assessed,
number of leaders, who offered their views about concepts- leading to form themes,
the frequency of describing the attributes and beauty of the discussion of connection
among attributes (Table 4.2). The weightage and excellence of these conferred
conceptions help in come back with RQs.
0
10
20
30
40
50
60
70
80
90
single Married
Marital-wise sample distribution
183
Table 4.33
Power of argument reliant on the quantity of means
Sources (no. of Leaders) Strength
25-30 Extremely strong
19-24 Strong
13-18 Moderate
7-12 Weak
1-6 Extremely weak
This study studied the notions that communicate to the themes and confirmed proof of
the comparative meaning of the themes from the strongest theme to the weakest. Five
most important themes developed keeping connection with authentic leadership. The
widely held coded references concentrated on leadership construct, especially self-
awareness (62%). This was followed by concepts related to relational transparency
(58%), ethical perspective (57 %), balance processing (49 %) and positive
psychological capital (48%), as presented in chart 4.8. It seems that authentic
leadership attributes have the greatest influence on organizational development,
particularly, teachers professional development.
Chart 4.8
Major themes emerging in percentage of coded references
0
10
20
30
40
50
60
70
Self-awareness Relationaltransparency
Ethical perspective Balance processing PositivePsychological
Capital
Major themes in relation to Authentic leadership
184
Thirty interviews were conducted with 21 male and 9 female leaders in public and
private sector universities. The duration of interview was targeted to be 60 with an
extent to 55 minutes to 120 minutes. Transcription technique was used to gather
information about themes and concepts from interviews. Interviews were recorded
and transcribed, excluding meaningless terms like ah. Uh, hmmm. Oho, ohm, mmm, o
my goodness, etc. by the researcher. Then interviews were written down in Word files
(Microsoft, 2013), a qualitative data matrix using the spreadsheet processor in Excel
(Microsoft, 2013) was prepared by adopting triangular column labels: ID, researcher,
and informant. Each row of data restricted to a spoken conversation between the
researcher and informant, so that one row limited to a question asked by researcher
and a statement or response made by the informant. This data matrix kept in check
360 rows demonstrating 359 documented researcher- informant conversation of thirty
interviews.
Table 4.34
Determining factors relating authentic leadership
Variable SPSS variable
name
Coding Instructions
Proof of identity
number
PID Number assigned to each survey
Education level EL 1=MA/MSC 2=M Phil 3=PhD
Gender Gender 1=males 2=females
Age Age Age (in years 1= 30, 2= 31-50. 3= 50
& above
Length of service LOS 1=1-5, 2= 6-10, 3= 10 & above
Marital status Marital 1=single 2=married
Employment level EL 1= BPS 2= TTS 3= Contract
Authentic attributes
scale items 1 to 5
aa1 to aa5 Enter the number circled from
(strongly disagree) to (strongly agree)
185
Chart 4.9
Authentic leadership in VCs/Deans
Chart 4.9 shows ALA of Deans
The chart 4.9 shows that all attributes are demonstrating different percentage
i.e. 10%, 25%, 10%, 20% and 15% in none, 25 %, 20%, 30%, 25% and 35% in low
level while 65%, 55%, 60%, 55% and 50% in high level respectively. It means that
these leaders have high level of all the attributes of authentic leadership but they are
more self-aware and ethically strong as compared to other attributes as the percentage
of self-awareness (65%) and ethical perspective (60%) is greater than relational
transparency (55%), balance processing (55%) and positive psychological capital
(50%).
0
10
20
30
40
50
60
70
Self-awareness Relationaltransparency
Ethical perspective Balance processing Positivepsychological capital
Authentic leadership attributes of Deans
None Low level High level
186
Chart 4.10
Authentic leadership in HODs
Chart 4.10 shows ALA of HODs
The chart 4.10 shows that self-awareness, ethical perspective, balance processing and
positive psychological capital have same percentage (10%) while relational
transparency has 15% in none; self-awareness, balance processing and relational
transparency have 20 %, while ethical perspective has 25% and positive psychological
capital has 15% in low level while positive psychological capital has 75%, self-
awareness and balance processing have 70% ; relational transparency and ethical
perspective have 65% in high level respectively. It means that these leaders have high
level of all the attributes of authentic leadership but they are more optimistic, hopeful,
confident and resilient (75%); strong in self-awareness and balance processing of
information (70% each); also transparent in relation with followers and ethically
strong (65% each).
0
10
20
30
40
50
60
70
80
Selfawareness Relationaltransparency
Ethical perspective Balance processing Positivepsychological capital
Authentic leadership attributes in HODs
None Low level High level
187
Chart 4.11
Authentic leadership in HEC approved supervisors
Chart 4.11 shows ALA of HEC AS
The chart 4.11 shows that self-awareness and balance processing have same
percentage (15%) while positive psychological capital, relational transparency and
ethical perspective have same percentage (10%) in none; self-awareness, and positive
psychological capital have 10 %, while ethical perspective has 25%, relational
transparency has (15%) and balance processing has 20% in low level while positive
psychological capital and self-awareness have 80%; relational transparency has 75%
ethical perspective and balance processing have 70% in high level respectively. It
means that these leaders have high level of all the attributes of authentic leadership
but they are highly strong in all attributes of authentic leadership. They have high
level of self-awareness and positive psychological capital. They have strong relational
transparency with scholars and followers. They are also ethically strong and show
strong balance processing of information.
0
10
20
30
40
50
60
70
80
90
Self-awareness Relationaltransparency
Ethical perspective Balance processing Positivepsychological capital
Authentic leadership attributes of HEC approved supervisors
None Low level High level
188
Chart 4.12
Authentic leadership in APs
Chart 4.12 shows ALA & OD in the eyes of Assistant Professors
The chart 4.12 shows that self-awareness, work engagement Job satisfaction,
professional development trainings leader follower interaction and follower authentic
leadership development have same percentage (10%); relational transparency has
20%; ethical perspective has 25% while positive psychological capital and balance
processing have same percentage (15%) in none; self-awareness, job satisfaction and
followers authentic leadership development have 20 %; relational transparency, and
positive psychological capital have 25% ; ethical perspective has 15%, while balance
processing, work engagement and professional development trainings has 30% in low
level; leader follower interaction has 80%; self-awareness, work engagement, job
satisfaction and follower authentic leadership development have 70%; ethical
perspective, positive psychological capital and professional development trainings
have 60%; while balance processing and relational transparency have 55% in high
level respectively. It means that these followers have high level of all the attributes of
0102030405060708090
Authentic leadership attributes and organizational development in the eyes of Assistant Professors
Series 1 Low level High level
189
authentic leadership and organizational development. They believe that they have
strong interaction with leaders. They are highly self-aware, satisfied from their jobs
and have faith in the transformation of leaders into authentic leaders. They are highly
moral, hopeful, optimistic, confident, self-efficacious and resilient and getting more
from professional development trainings. They have also transparency in their relation
with their leaders and believe in balance processing of information. The chart further
shows that the followers have the knowledge of the authentic leadership attributes and
getting much from authentic leaders in the development of organization and
particularly in their professional development.
Chart 4.13
Authentic leadership in Lecturers
Chart 4.13 shows ALA & OD in the eyes of Lecturers
The chart 4.13 shows that self-awareness and positive psychological capital have
same percentage (25%); relational transparency and Job satisfaction have same 15%
each; professional development trainings, leader follower interaction, balance
processing and ethical perspective have 10%; follower authentic leadership
0102030405060708090
Authentic leadership attributes and organizational development in the eyes of Lecturers
None Low level High level
190
development and work engagement have same percentage (20%) in none; self-
awareness, relational transparency, positive psychological capital and followers
authentic leadership development have same percentage (20 %); job satisfaction,
ethical perspective, work engagement and professional development trainings have
10% balance processing and leader follower interaction have 15% in low level; ethical
perspective and professional development trainings have same percentage (80%) job
satisfaction, balance processing and leader follower interaction has 75%; work
engagement has 70%; self-awareness has 45%; follower authentic leadership
development has 60%;, positive psychological capital 60%; while relational
transparency has 65% in high level respectively. It means that these followers have
high level of all the attributes of authentic leadership and organizational development
except self-awareness which is below than 50 %. They are ethical strong and highly
satisfied from professional development training sponsored by HEC. They have
strong interaction with leaders. They are satisfied from their jobs and have faith in the
balance processing of information. They also show morality in their dealings with
leaders. They are hopeful, optimistic, confident, self-efficacious and resilient in time
of difficulties. They have also transparency in their relation with their leaders and
believe in transforming leaders into authentic leaders under the auspicious tutelage of
authentic leaders. The chart further indicates that the followers have the awareness
and understanding of authentic leadership attributes and gaining much from authentic
leaders for organizational development and predominantly, in the domain of
professional development.
Analysis and discussion
The interview results from leaders are presented in chart 4.9, 4.10, 4.11, 4.12
and 4.13 respectively. Authentic leadership is commonly displayed by leaders in
191
educational organizations i.e. universities, broadly supporting propositions. No
significant distinctions between the two types of businesses appear in all authentic
leadership behaviours, namely positive psychological capital, leader moral
perspective, leader relational transparency and balance processing information, and
self-awareness. Although fluctuations were found in the percentage among the leaders
and followers about all the components of authentic leadership and organizational
development.
Deans have high level of all the attributes of authentic leadership but they are
more self-aware and ethically strong as compared to other attributes. Heads of
departments have high level of authentic leadership attributes but they are more
optimistic, hopeful, confident and resilient; strong in self-awareness and balance
processing of information; also transparent in keeping relations with followers and
ethically and morally strong. HEC approved supervisors are highly strong in all
attributes of authentic leadership. They have high level of self-awareness and positive
psychological capital. They have strong relational transparency with scholars and
followers. They are also ethically strong and show strong balance processing of
information. Assistant professors have high level of all the attributes of authentic
leadership and organizational development. They believe that they have strong
positive relations with leaders. They are highly self-aware, happy from their jobs and
believe in transforming of leaders into authentic leaders. They are highly moral,
hopeful, optimistic, confident, self-efficacious and resilient and getting more from
professional development trainings. They have also transparency in their relations
with their leaders and believe in balance processing of information. These follower
leaders have the knowledge of the authentic leadership attributes and getting much
from authentic leaders in the development of organization and particularly in their
192
professional development. Lecturers (followers) have high level of all the attributes of
authentic leadership and organizational development except self-awareness which is
comparatively low. They are ethical strong and highly pleased from professional
development training sponsored by HEC. They have strong constructive relations
with leaders. They are pleased from their jobs and have faith in the balance processing
of information. They also show morality in their dealings with leaders. They are
hopeful, optimistic, confident, self-efficacious and resilient in time of difficulties.
They have also transparency in their relations with their leaders and believe in
transforming leaders into authentic leaders under the auspicious tutelage of authentic
leaders. They have the awareness and understanding of authentic leadership attributes
and gaining much from authentic leaders for organizational development and
predominantly, in the domain of professional development.
This study comprised 30 leaders and followers whom were interviewed. They
made available some bright visions into what has empowered them to be efficacious
and what is the secret of their transformation into authentic leaders. They were
extraordinarily exposed and truthful in involvement of their life stories, individual
efforts, letdowns, and victories. This study signifies the leading painstaking
investigation ever embarked on the growth of leaders into authentic leaders.
Thirty (30) leaders were chosen from both strata of male and female with 50%
ratio from both public and private sector universities, having strong leadership and
educational experience. Among them, 50% were males, and 50% females. Most of
them were chairpersons, and the other contained an array of professors (all categories)
and lecturers.
In reading the numerous pages of transcripts from these interviews, the
researcher was astonished to observe that some leaders were not aware of the qualities
193
of leadership that bring triumph. Relatively, they thought their guidance power arose
from their own life stories in which they faced so many difficulties. Persistently
trying, redesigning their lived experiences for discernment, they unbridled their
desires and revealed the aim of their headship and management role.
Leaders who were interviewed, have been strongly fashioned by crucibles (a
situation in which different styles can mix together to produce something new and
exciting) in their span of lives. These agonizing and painstaking involvements gifted
them to realize that leadership was not about their triumph or accomplishment or
instantaneous satisfaction (to get what they want immediately), but rather about
attending and helping other people and encouraging them to lead. From these
interviews, it can be deduced — perhaps took a broad view — all leaders can be
classified into two classes: those for whom leadership is about their personal victory,
personal fame, and personal achievement and those who are leading to sacrifice their
energies to work for others and serve humanity irrespective of creed, color or caste.
The latter class discovers stimulus in their long-standing stories and the cauldrons of
their lives to replace the first singular pronoun with first plural pronoun. The previous
class of leader have not got the victory as was expected. Even though most of them
put the garb of ―we‖ in words, but ―I‖ in their deeds.
The social life stories take to the unique and understandable inference that
society needs a new vision of authentic leadership in educational institutions to
produce a leader who encourage and motivate and prepare followers for leadership in
the coming time. Former century leader gave only orders to followers to blindly
believe in him and try for establishing his splendor, grandeur and magnificent
gratification, which is dead — or it should be in the current century!
194
Current century leadership must transform specifically because changes have
been realized in the organizational trends. Today men are well-informed of their
duties. They are committed and devoted to their jobs and do not use oily tongue only
to get favors for personal benefits and nor wasting energies just for bosses‘ profit.
All the leaders interviewed, were asked what is the secret for leaders to
become authentic leaders? All of them answered unanimously two traits ―self-
awareness and relational transparency‖. And when they were asked what is the major
obstacle in the way to become authentic leader? All of them solidly replied ―Denial
from one‘s own faults‖. Values that based on beliefs and convictions make a
difference.
INTERVIEW TRANSCRIPTION
RQ 6: - How leaders become authentic leaders at university level?
THEMATIC ANALYSIS
The qualitative data collected through interviews was analyzed following
thematic analysis procedures as adopted by Clarke and Braun (2014). They have
mentioned six basic steps for thematic analysis of qualitative data. The researcher
used all six steps and analyzed the data. The details were presented below;
Step 1. Familiarity with data by transcribing from audio recording:
I have selected 30 leaders and teachers from both sector universities with
whom I was going to conduct interviews. But at 19th
interview, data saturation was
started and ended at 20th
interview. I recorded all interviews, listened to and re-
listened the recorded interviews and transcribed all of them to get familiarity with the
data. Concourse building was started and two hundred and sixty six (266) relevant
statements were transcribed as; Sincerity is very necessary for authentic leader;
195
Leader is a man and he has weakness in his personality; I consider consultation is
essential for a leader; I trust my followers, I have confidence in my action; wisdom is
the prime attribute of authentic leader; I can face outsider pressure; I listen to others
attentively; I know myself who am I?; I look for response; Fair dealing is my strong
point; I accept others’ opinions; I consider morality is the base for authentic
leadership; I believe in morality; I make judgments in the light of others viewpoints; I
confess my faults; I see wisdom is an attribute of authentic leader; I believe in the
enthusiasm of followers; I try to promote authentic leaders; High family background
is important for authentic leader; I believe in team work; I am initiative minded
person; I believe in Allah; I like innovative persons; I give preference to followers’
views; I have the power of persuasion; Authentic leadership is light; I am not
immoral; I hate malpractices; I dislike corrupt people; My attitude is positive with
people; Purity of mind is essential for authentic leader; I control my anger in adverse
situation; I forgive faults of my followers; I do not criticize others; I do not expect
followers to be perfect; If you do well, you do well for yourself; By wrong doing you
will harm yourself not others; If you do wrong, you will face the music; I do not blame
others; I trust others; I look at the bright side of things; I believe if winter comes can
spring be far behind; Transparent relation is necessary; To do good deeds is
authentic leadership; I am kind to fellow beings; I encourage followers; I try to build
up the confidence of others; I have the courage to face difficult situation; I help others
in need; I respect others; I protect the rights of my followers; Purity in all dealings is
very essential; I hate vanities; Authentic leadership is the name of mercy;
Transparent relationship between leader and followers is important; I have the sense
of personal responsibility; Kindness to fellow beings is very necessary; I lead my
followers to progress; I try to save myself and others from dishonesty; Integrity is the
196
dress of AL; I pardon followers on their errors; I do not mind if they don’t obey; If
you do wrong, you do it against yourself; I do not transgress the limits of power; I
believe in knowledge; I do not follow others blindly; I do not walk on the earth with
arrogance. You can neither rend nor penetrate the earth, nor can you attain a stature
like the mountain in height; I believe in meekness; Good manners are necessary for
AL; Moral character is the apparel of AL; Authentic leadership is the way of knowing
the straight from the circuitous track; I save myself from jealousy; Narrow
mindedness is harmful to authentic leadership; Followers and leader must learn from
the misfortunes as committed in early days of life to save the society from further
decline; Truth for leaders and obedience for followers lead to glorious company; I
maintain the right character; Tolerance is the best quality of AL; I guard against
evils; AL is gaining knowledge and transmitting knowledge to their followers;
Authentic leaders do their duty and make no excuses; Authentic leader needs
sacrifice; Patience and persistency are the components of AL; Authentic leaders do
not burn with earthly passion; AL are true and righteous; AL are virtuous; AL have
fear of God; Leaders with authenticity are like the seeing, and those without all like
the blind; Authentic leadership is the light that leads from darkness to light; The
gateways of sin are countless but the aim of virtuousness is harmony and amity;
Authentic Leadership is worship in reality; You are AL if you follow Allah’s orders;
Wicked plots end in shame; Authentic leader provides followers whole sources of
development; AL are faithful in intent and actions; Give up arrogance of material
possessions; Allah is with those who lead a blameless life; True knowledge and good
deeds are the best of possessions in the life of authentic leaders; Highest knowledge
be sought with patience; Power to be used in the service of Allah and in the service of
humanity for the betterment of society; Authentic leaders must play their roles against
197
mal-practices and evil deeds; Evil is always conquered by virtues; Meet all
circumstances with courage; every noble deed has its fruit; The virtues which go with
faith of authentic leadership, lead to success and bliss; authentic leader has in himself
proofs of God’s providence; Authentic leadership is the criterion for distinguishing
between right and wrong; AL is truth, penetrates slowly to man governed by impulse;
AL is peace; AL brings tranquility and serenity; AL comes through the spirit of faith;
AL comes through the spirit of self-truth; AL comes through the spirit of self-
awareness; AL comes through the spirit of relational transparency; AL comes
through the spirit of morality; AL comes through the spirit of balance processing of
information; AL comes through the spirit of optimism; AL comes through the spirit of
self-efficacy; AL comes through the spirit of resiliency; Authentic leader is the symbol
of knowledge; Authentic leader is the symbol of wisdom; Authentic leader is the
symbol of purity; Authentic leader is the symbol of chastity; Followers have respect
for authentic leaders; Faithless leaders have no steady bases; Women leaders must
uphold their honor and dignity; AL is blessing, ingratitude to blessing is the sign of
downfall; AL must be true to their noble trust; Truth is loved; power, wisdom, beauty
and truth are flowed from authentic leadership; Authentic leadership is a guide to the
straightforward trail; AL brings happiness; Authentic leaders create spiritual power
and spiritual power is more potent than worldly power; Authentic leadership is true
cure for evil; Sincerity and truth ae the traits of AL; Sin breeds sin, so don’t fall into
snares of evil; Whose law of life is the will of God and search for truth is AL;
Misfortunes come because of wrong actions; I show tolerance all the time; I have
faith in God; AL is guidance and compassion; If leaders fall in vain desires or
vanities, they will harm themselves not others; The spirit of noble actions comes from
the soul of authentic leadership attributes; If a sinner comes to you with any news,
198
ascertain the truth, lest you harm people unwittingly and afterwards become full of
repentance for what you have done; Authentic leader assists others sincerely;
Authentic leader is a cleansing wind that points to self-judgment and self-
accountability; AL creates spiritual power which is irresistible; AL creates hope
which shines like Dawn through the darkness; Balance of justice is another theme of
authentic leadership which appraises all deeds; Time shows that nothing lasts but
faith; Time shows that nothing lasts but goodness; Time shows that nothing lasts but
truth; Time shows that nothing lasts but transparency in relation to awareness of self,
world and God, and balance of processing information; Time shows that nothing lasts
but morality; Time shows that nothing lasts but virtue; AL is the fountain of blessing
which brings peace of mind, solace, tranquility, hope; Do as you would be done by;
AL establishes positive and transparent relations, not only with fellow-being but also
with God; AL respect others; AL is worship; AL is primarily for our own education,
consolation and confirmation; AL does not consist in formalities but in faith; AL does
not consist in formalities but in relational transparency; AL does not consist in
formalities but in clarity of mind; AL does not consist in formalities but in probity; AL
does not consist in formalities but in patience under suffering; AL provides gifts in
response; AL provides incorporeal gifts such as satisfaction; I am inspired from
Muhammad (SAW), the most acceptable authentic leader; I was motivated by the
leadership of Hazrat Umar Farooq (RA); I got inspiration from Shakespeare “ to thy
own self be true”; Umar bin Abdul Aziz (RA)is a source of inspiration for me; I have
been inspired by the leadership of Razia Sultana- the great leader of Mughal dynasty;
The Holliest Person – Muhammad (SAW) is a mirror for me; I have been motivated
by the life and thoughts of Socrates; I never paid back the followers in the same coins;
I believe in equality; I believe in the equal distribution of responsibilities; I believe on
199
the equality of mankind; Democracy is the soul of leadership; AL is loved by all;
Human love is the soul of AL; Quaid-e-Azam is an inspiration for me; Circumstances
change but AL does not; AL are seekers of truth and justice; They fight to establish
truth over falsehood; Truth and beauty are main components of authentic leader; I
exhibit authenticity through behavior which transform and develop followers into
becoming Authentic leaders. When facing decisions, I almost always consult with my
team, however, the most important thing that affects the outcome are my deeply-held
values. The actions I take are always linked with my values. My values are shaped by
personal beliefs, developed through study, introspection, experiences, and
consultation with others. I always tell the truth, both within and outside of the
institution because integrity runs deep within the fabric of my soul. I can list my
three greatest weak points; I can list my three greatest strong points; I seek feedback
as a way of understanding who I really am as a person. I accept the feelings I have
about myself; I remain aware of my own vulnerabilities and openly discuss them with
associates; I perform as role model for my followers; I share common vision with my
associates; I encourage my co-workers when facing difficulties; I provide my
followers a strong sense of purpose; I try to become a mirror of authentic attributes; I
openly share my feelings with others; I let others know who I truly am as a person; I
rarely present a "false" front to others; I admit my mistakes to others; I consider
myself answerable to all ; I seek others' opinions before making up my own mind; I
listen closely to the ideas of those who disagree with me; I do not emphasize my own
point of view at the expense of others; I listen very carefully to the ideas of others
before making decisions; I agree to give deference to the knowledge and enthusiasm
of the young elements; My actions reflect my core values; I do not allow group
pressure to control me; Other people know where I stand on controversial issues; My
200
morals guide what I do as a leader; I follow ethical values in all matters; I am true to
myself; I act in accord with my true self; I am ethical, optimistic, and transparent and
future- oriented; I insist on knowledge generation; I bridge the gap between adopted
values and daily used values; I look forward to creating genuine relationship through
my associations at work; Trust is built and sustained in the depths the relationship, I
have with my team; I would never set double standards for my team and myself; One
thing my team will never accuse me of being as a detached leader; One of the main
reasons my team not only follows me, but also dedicate themselves to the common
cause, is that they feel I am genuinely interested in serving them; I like inspirational
teaching leaders; I want leaders who will teach and inspire me to do more than I
normally would; Regardless of the intentions and motivations behind their actions in
pedagogical instructions, I will follow as long as they are my leaders; I want leaders
who are open to my ideas and appreciate what I can do in my instruction; I prefer
leaders who are flexible and can find several ways for me to achieve my goals during
teaching; I am clear what is expected of me at classroom; At classroom, I have been
provided with equipment and materials required for me to do my work efficiently and
maintain discipline; My leader encourages my pedagogical development at
classroom; My performance is being assessed or discussed in classroom and I like it;
I prefer leaders who convert their values into consistent actions that others can have
faith in; I receive recognition from the leader for doing good work; I feel that my
fellow workers are committed to doing good quality work because of authentic leader;
The leader makes me feel that my job is important for the well-being of others; I am
satisfied what I am doing for the others; I am contented what I am receiving for my
job; I like a leader who enjoy helping others to understand the value and deeper
purpose of their work; I like a leader who always trust on his team because he knows
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his team is true to itself; I like the leader who believes in team building for
achievement of goals; I like the leader who consults with team for better
performance; I like a leader who believes that group mind is more fruitful than
individual mind; I like leaders who are confident about who they are and can help me
be same; I want my leaders to be good listeners; I want leaders who are open to my
ideas and appreciate what I can do; I prefer leaders who can set clear goals for
themselves and others, and then help them to reach them; I want positive thinking
leaders even in hard times when things seem to be going wrong; I prefer a God
fearing leader; My leader keeps me abreast of the information concerning
development and changes ; My leader provides multimedia in classroom; My leader
provides inspirational motivation; I have had the opportunity over the last year at
work to improve my skills; I like a leader who provides training opportunities to his
followers; I like a leader who focuses on transforming teachers’ knowledge into
practice for the benefit of others; I like a leader who deals with uses of technology in
professional development; I like a leader who makes arrangements of seminars for
teachers’ professional development.
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Step 2. Collating data with initial codes
Codes Collated Statements
001SA Leader is a man and he has weakness in his personality; AL are true and
righteous; AL are virtuous; AL have fear of God; AL is truth, penetrates
slowly to man governed by impulse; authentic leader has in himself
proofs of God’s providence; Authentic leader is a cleansing wind that
points to self-judgment and self-accountability’ By wrong doing you will
harm yourself not others; Do not indulge in wicked activities, but escape
from it; Fair dealing is my strong point; High family background is
important or authentic leader; I believe in knowledge; I confess my
faults; I do not follow others blindly; I do not transgress the limits of
power; I have the sense of personal responsibility; I know myself who am
I?; I like innovative persons; I listen to others attentively; If you do well,
you do well for yourself; If you do wrong, you do it against yourself; If
you do wrong, you will face the music; The gateways of sin are countless
but the aim of virtuousness is harmony and amity; Authentic leaders do
not burn with earthly passion; Whose law of life is the will of God and
search for truth is AL; Wicked plots end in shame; I can list my three
greatest weak points; I can list my three greatest strong points; I seek
feedback as a way of understanding who I really am as a person. I accept
the feelings I have about myself; I remain aware of my own
vulnerabilities and openly discuss them with associates.
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002RT Circumstances change but AL does not; Democracy is the soul of
leadership; Transparent relation is necessary; AL are faithful in intent
and actions; AL is blessing, ingratitude to blessing is the sign of
downfall; Authentic leadership is light; Authentic leadership is the light
that leads from darkness to light; Authentic leadership is the name
mercy; Authentic leadership is the way of knowing the straight from the
circuitous track; Authentic leadership is true cure for evil; Followers and
leader must learn from the misfortunes as committed in early days of life
to save the society from further decline; Followers have respect for
authentic leaders; I accept others’ opinions; I believe in team work; I
consider consultation is essential for a leader; I do not expect followers
to be perfect; I give preference to followers’ views; I have faith in God; I
lead my followers to progress; I make judgments in the light of others
viewpoints; I protect the rights of my followers; If a sinner comes to you
with any news, ascertain the truth, lest you harm people unwittingly and
afterwards become full of repentance for what you have done; My
attitude is positive with people; Power to be used in the service of Allah
and in the service of humanity for the betterment of society;-Purity in all
dealings is very essential; To do good deeds is authentic leadership;
Transparent relationship between leader and followers is important;
Truth for leaders and obedience for followers lead to glorious company;
You are AL if you follow Allah’s orders; I openly share my feelings with
others; I let others know who I truly am as a person; I rarely present a
"false" front to others; I admit my mistakes to others; I consider myself
204
answerable to all.
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003EP AL respect others; I never paid back the followers in the same coins; AL
does not consist in formalities but in patience under suffering; Allah is
with those who lead a blameless life; Authentic leader is the symbol of
chastity; Authentic leader is the symbol of purity; Authentic leader needs
sacrifice; Authentic leaders must play their roles against mal-practices
and evil deeds; Authentic Leadership is worship in reality; Do not walk
on the earth with arrogance. You can neither rend nor penetrate the
earth, nor can you attain a stature like the mountain in height -meekness;
Evil is always conquered by virtues; Give up arrogance of material
possessions; Good manners are necessary for AL; Highest knowledge be
sought with patience; I am kind to fellow beings; I believe in meekness; I
believe in morality; I consider morality is the base for authentic
leadership; I do not criticize others; I do not mind if they don’t obey; I
fight for the defense of truth and right; I forgive faults of my followers; I
hate malpractices; I help others in need; I maintain the right character; I
pardon followers on their errors; I respect others; I save myself from
jealousy; I try to save myself and others from dishonesty; Integrity is the
dress of AL; Kindness to fellow beings is very necessary; Leaders with
authenticity are like the seeing, and those without all like the blind;
Moral character is the apparel of AL; Narrow mindedness is harmful to
authentic leadership; Patience and persistency are the components of
AL; Pride is the root of evil; Purity of mind is essential for authentic
leader; Sin breeds sin, so don’t fall into snares of evil; Women leaders
must uphold their honor and dignity; I listen very carefully to the ideas of
others before making decisions; My actions reflect my core values
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004BP I am initiative minded person; I look for response; I guard against evils;
I seek others' opinions before making up my own mind; I listen closely to
the ideas of those who disagree with me; I do not emphasize my own
point of view at the expense of others; I listen very carefully to the ideas
of others before making decisions; I agree to give deference to the
knowledge and enthusiasm of the young elements I agree to give
deference to the knowledge and enthusiasm of the young elements; I like
the knowledge and enthusiasm of the young elements.
005PPC I believe in the enthusiasm of followers; I trust others; AL creates hope
which shines like Dawn through the darkness; AL must be true to their
noble trust; Face all obstacles for the sake of peaceful, happy and
prosperous humanity; I believe if winter comes can spring be far behind;
I believe in Allah; I can face outsider pressure; I control my anger in
adverse situation; I encourage followers; I have confidence in my
action; I have the courage to face difficult situation; I have the power of
persuasion; I look at the bright side of things; I trust my followers; I try
to build up the confidence of others; Meet all circumstances with
courage; I perform as role model for my followers; I share common
vision with my associates; I encourage my co-workers when facing
difficulties; I provide my followers a strong sense of purpose; I try to
become a mirror of authentic attributes.
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006FALD The Holliest Person – Muhammad (SAW) is a mirror for me; AL
establishes positive and transparent relations, not only with fellow-
being but also with God; AL is the fountain of blessing which brings
peace of mind, solace, tranquility, hope; AL provides incorporeal gifts
such as satisfaction; Do as you would be done by; I have been inspired
by the leadership of Razia Sultana- the great leader of Mughal
dynasty; I have been motivated by the life and thoughts of Socrates; I
was motivated by the leadership of Hazrat Umar Farooq (RA); Quaid-
e-Azam is an inspiration for me; Time shows that nothing lasts but
morality; Time shows that nothing lasts but truth; Time shows that
nothing lasts but virtue; AL brings happiness; AL comes through the
spirit of balance processing of information; AL comes through the
spirit of morality; AL comes through the spirit of optimism; AL comes
through the spirit of relational transparency; AL comes through the
spirit of resiliency; AL comes through the spirit of self-awareness; AL
comes through the spirit of self-efficacy; AL comes through the spirit
of self-truth; AL is guidance and compassion; AL is peace; AL is
worship; AL provides gifts in response; Authentic leadership is a guide
to the straightforward trail; Authentic leadership is the criterion for
distinguishing between right and wrong; every noble deed has its fruit;
Faithless leaders have no steady bases; I am inspired from
Muhammad (SAW), the most acceptable authentic leader; I got
inspiration from Shakespeare “ to thy own self be true”; If leaders fall
in vain desires or vanities, they will harm themselves not others;
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Misfortunes come because of wrong actions..
007WE My leader keeps me abreast of the information concerning
development and changes; My leader monitors and evaluates teacher
performance; My leader provides net facility in department; My leader
provides multimedia in classroom; My leader provides inspirational
motivation; Authentic leaders do their duty and make no excuses.
009PDT I have had the opportunity over the last year at work to improve my
skills; I like a leader who provides training opportunities to his
followers; I like a leader who focuses on transforming teachers’
knowledge into practice for the benefit of others; I like a leader who
deals with uses of technology in professional development; I like a
leader who makes arrangements of seminars for teachers’ professional
development
008JS I receive recognition from the leader for doing good work; I feel that
my fellow workers are committed to doing good quality work because of
authentic leader; The leader makes me feel that my job is important for
the well-being of others; I am satisfied what I am doing for the others; I
am contented what I am receiving for my job
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Authentic leader assists others sincerely; True knowledge and good
deeds are the best of possessions in the life of authentic leaders; AL is
gaining knowledge and transmitting knowledge to their followers;
Authentic leader is the symbol of knowledge; Human love is the soul of
AL; Sincerity and truth are the traits of AL (S); AL creates spiritual
power which is irresistible; Authentic leaders create spiritual power
and spiritual power is more potent than worldly power; Sincerity is
very necessary for authentic leader; AL are seekers of truth and justice;
I show tolerance all the time; They fight to establish truth over
falsehood; Tolerance is the best quality of AL; Authentic leader is the
symbol of wisdom;; I see wisdom is an attribute of authentic leader;
Wisdom is the prime attribute of authentic leader; I exhibit authenticity
through behavior which transform and develop followers into becoming
Authentic leaders. When facing decisions, I almost always consult with
my team, however, the most important thing that affects the outcome
are my deeply-held values. The actions I take are always linked with my
values. My values are shaped by personal beliefs, developed through
study, introspection, experiences, and consultation with others. I always
tell the truth, both within and outside of the institution because integrity
runs deep within the fabric of my soul; My actions reflect my core
values; I do not allow group pressure to control me; Other people know
where I stand on controversial issues; My morals guide what I do as a
leader; I follow ethical values in all matters; I am true to myself; I act
in accord with my true self; I am ethical, optimistic, and transparent
and future- oriented; I insist on knowledge generation; I bridge the gap
210
between adopted values (true self) and daily used values; I look forward
to creating genuine relationship through my associations at work; Trust
is built and sustained in the depths the relationship, I have with my
team; I would never set double standards for my team and myself; One
thing my team will never accuse me of being as a detached leader; One
of the main reasons my team not only follows me, but also dedicate
themselves to the common cause, is that they feel I am genuinely
interested in serving them (true self) I like inspirational teaching
leaders; I want leaders who will teach and inspire me to do more than I
normally would; Regardless of the intentions and motivations behind
their actions in pedagogical instructions, I will follow as long as they
are my leaders; I want leaders who are open to my ideas and
appreciate what I can do in my instruction; I prefer leaders who are
flexible and can find several ways for me to achieve my goals.
0010LFI I like a leader who enjoy helping others to understand the value and
deeper purpose of their work; I like a leader who always trust on his team
because he knows his team is true to itself; I like the leader who believes
in team building for achievement of goals; I like the leader who consults
with team for better performance; I like a leader who believes that group
mind is more fruitful than individual mind
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Step 3. Searching for themes (Emerged themes and sub-themes)
001SA: Self-Knowing, self-accountability, truth, weakness & strength of personality,
self-judgment, virtuousness, righteousness, knowledge treasure, fairness, proper
power use, personal responsibility, innovativeness, harmony, amity, feedback,
confession
002RT: Persistency, transparency, faithfulness, beacon light, mercy,
straightforwardness, treatment, good relations, respect for others‘ opinions,
accommodative personality, consultation, teamwork, good decisions, protection of
rights, confirmation, positive attitude, fear of God, humanity service, purity in
relation, good actions, truth, obedience, openness, confession,
003EP: respect, love, equality, patience, virtuousness, clarity, purity, sacrifice, no
mal-practices, worship, meekness, no arrogance, good manners, kindness, morality,
pardon, help, character, selflessness,, integrity, authenticity, truth and beauty in
actions, dignity and honor; no external pressure acceptance, ethical values.
004BP: initiative, feedback, fighting evils, respect for other, timely communication,
respect for other views, providing facilities, democratic, good actions, equal
distribution.
005PPC: trust, hope, confidence, enthusiasm, resilience, belief in God, control anger,
encouraging attitude, power of persuasion, motivation, role model, visionary
006FALD: inspiration, transparency in relation, integrity, satisfaction, tranquility,
motivation, morality, truth, virtue, balance processing, spirit of faith, optimism,
resiliency, self-efficacy, self-truth, clarity of mind, compassion, guidance, peace,
worship, reciprocity, criterion, noble actions, goodness, clear goals, positive thinking.
007WE: Absorption, satisfaction, rewards, attentiveness, timely information,
followers‘ welfare, monitoring, evaluation, good relation, facilities, motivation.
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008JS: Recognition, noble action, commitment, quality work, happiness, importance
of work, service to humanity, concept of accountability, bliss, helping others,
contentment.
009PDT: provision of opportunities, skill development, personality development,
leadership transformation, training facilities, transmission of knowledge, competence,
and academic relationships.
0010LFI: Helping hand, trust, cooperation, team building, consultation, sound
interaction, followers‘ care, leader‘s respect.
0011OTH: justice, sincerity, strong faith, knowledge capital, spiritualism, tolerance,
wisdom, authenticity, true self, knowledge dissemination, pedagogical development,
classroom management.
Step 4. Reviewing themes
Figure 4.2 Thematic mapping of Authentic Leadership and
Organizational Development Word Trees
Personal
responsibility
Self-truth
Proper use
of power
Self-
knowing
Accountabi
lity of self Self-awareness
Intent Knowledge
Corridor
Self-
concept
Self-
assessment
Self-
esteem
Self-
efficacy Self-worth
213
Figure 4.3 Thematic mapping of Relational transparency Word
Trees
Off
Positive attitude
Purity in
relation
Respect for
others‘ opinions
Communication
Good actions
Good decisions
Persistency
Good
relations
Feedback
Transparency
Faithfulness
Accommodative
personality
Respect for
others
Straightforward
Fighting
evils
Truth
Relational
transparency
Mercy
Team work
Fear of God
Humanity
service
Obedience
214
Figure 4.4 Thematic mapping of ethical perspective Word Trees
Integrity
Dignity
Help
Truth & beauty
Ethical values
Pardon
Respect for
others
Good manners
Morality
Meekness
Ethical
Perspective
Worship Mercy
Purity of mind
Respect
Virtue
Patience
Sublime
Character
Equality
Clarity
Love
Sacrifice
Sincerity
Honor
215
Figure 4.5 Thematic mapping of balance processing information
Word Trees
Figure 4.6 Thematic mapping of positive psychological capital Word
Trees
Co-
ordination
Initiative
Feedback
Equal
distribution
Good
actions
Providing
facilities
Respect for
others
Democratic
Fighting
evils
Communication
Balance
processing
information
Trust
Hope
Confidence
Belief in
God
Control
anger
Encouragin
g attitude
Positive
Psychological
Capital
Enthusiasm
Resilience
Power of
persuasion
Motivation
Role model Visionary
216
Figure 4.7 Thematic mapping of follower authentic leadership
development Word Trees
Positive
thinking
Goodness
Standard
Clarity of mind
Peace
Noble actions
Clear goals
Reciprocity
Worship
Guidance
Follower authentic
leadership
development
Worship Self-truth
Compassion
Inspiration
Confidence
Resilience
Hope
Morality
Balance
processing
Self-awareness
Self-efficacy
Relational
transparency
Optimism
Motivation
Spirit of faith
217
Figure 4.8 Thematic mapping of work engagement Word Trees
Figure 4.9 Thematic mapping of job satisfaction Word Trees
Contentment
Noble action
Commitment
Service to
humanity
Good
relations
Motivation
Happiness
Followers‘
welfare
Quality
work
Importance of
work
Job satisfaction
Concept of
accountability
Recognition Help others
Absorption
Evaluation
Rewards
Timely
information
Good
relations
Motivation
Attention
Followers‘
welfare
Monitoring
Satisfaction
Work engagement
Facilities‘ provision
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Figure 4.10 Thematic mapping of professional development training
Word Trees
Figure 4.11Thematic mapping of leader follower interaction Word
Trees
Step 5. Defining and naming themes
1. Self-Knowing is basic part of self-awareness. Similarly, self-accountability
reflects self-awareness. When a leader is true to himself/herself, it indicates that
he/she is aware of him/herself. If a leader has some strong points and he can also
describe his weak points of his/her personality, it shows that he/she is self-aware.
Provision of
opportunities
Skills
development
Personality
development
Training‘s
facilities
Transmission
of knowledge
Leadership
transformation
Professional
development
trainings
Followers‘
competence
Academic
Relationship
Helping hand
Trust and fair
dealings
Co-operation
Consultation
Sound
interaction
Team building
Leader followers‘
interaction Followers‘ care
Leader‘s
respect
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To judge himself/herself from his/her inner, becomes virtuous and shows
righteousness, it indicates self-awareness on the part of leader. If a leader has the
knowledge treasure, fairness in dealings, knows how to use power properly, shows
personal responsibility, innovativeness, harmony, amity, seeks feedback, and
confesses his own faults. All these statements reflect self-awareness of the leaders
which is the basic component of authentic leadership.
2. Leaders show persistency, transparency, and faithfulness in dealing with other
fellows. They are the beacon light for followers. They demonstrate mercy,
straightforwardness, good treatment, positive relations, and respect for others‘
opinions. Majority of the leaders have accommodative personalities, seek
consultation, build teamwork, make good decisions, protect the rights of others,
offer confirmation on their own faults, sincerity show positive attitude, present
humanity service, indicate purity in relation, and perform good actions. They are
truthful. God fearing, obedient and seek obedience, open and frank. Relational
transparency is reflected from these key words and statements.
3. Leaders are respectful and respectable. They believe that there is reward of good
for good. They believe that if you love someone, you will be loved and vice versa.
They show equality, patience, virtuousness, clarity, purity, sacrifice in their
relationship with followers. They commit no mal-practices, they have faith that
AL is worship. They indicate meekness, modesty, no arrogance, good manners,
kindness, and morality in their dealing with others. They believe that forgiveness
is the best revenge. They help others in time of difficulties. They have supreme
character, selflessness in their behavior, integrity, truth, beauty, tolerance, dignity
and honor in their actions. They accept no external pressure and exhibit ethical
values. All these statement reflect ethical perspective of leaders
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4. Leaders are initiative and innovative minded personalities. They process
information in organization in a balanced manner. They looked for feedback.
They are fighting against evils and safeguard the virtues. They show respect for
others‘ views. They timely handle communication either vertical or horizontal.
They get respect from others by their accurate communication and co-ordination.
They provide basic facilities for better communication. They are democratic, do
good actions, and believe in equal distribution. Balance processing of
information is revealed by these statements.
5. Leader trust others. They are hope, confident, enthusiastic, and resilient in time of
danger. They have belief in God that He is with them. They overcome anger in
adverse situation. They always encourage followers. They have power of
persuasion, and motivation. They are visionary and role models. These statements
reflect positive psychological capital.
6. Inspiration is a pivotal component for the development of follower as an authentic
leader. Transparency in relation, self-awareness, morality, balance information,
integrity, satisfaction, tranquility, motivation, morality, self-truth, virtue, spirit of
faith, optimism, resiliency, self-efficacy, clarity of mind, compassion, guidance,
peace, worship, reciprocity, criterion, hope, noble actions, goodness, clear goals,
positive thinking are the key terms that reveal follower authentic leadership
development.
7. Absorption, satisfaction, rewards are the sources of work engagement.
Attentiveness to job and task is important. Timely information, followers‘ welfare,
monitoring, evaluation, good relation, provision of facilities, and motivational
techniques on the part of leaders reflect work engagement.
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8. Noble actions, commitment, quality work give a person recognition, happiness,
and satisfaction. Privileges, bonuses and fringe benefits highlight importance of
work, service to humanity, concept of accountability, the passion of helping
others, and contentment on the existing blessings that reflect job satisfaction.
9. Provision of opportunities for the transformation of followers, their skill
development, personality development, and leadership transformation, training
facilities, transmission of knowledge, academic relationships, and improving
competence reveal professional development training.
10. Helping hand, trust, cooperation, team building, consultation, sound interaction,
followers‘ care, leader‘s respect are the key terminologies which strengthen
interaction between followers and leader. These terms further reflect leader
follower interaction.
11. Justice dispensation, knowledge capital, spiritualism, wisdom, authenticity, true
self, knowledge dissemination, pedagogical development, classroom management
are the other themes emerged from the interview transcription.
Step 6. Producing report/interpretation
From the qualitative data, the following themes emerged. Self-awareness
(True self-knowing and good deeds are the best of possessions in the life of authentic
leaders; one who knows himself/herself, he/she knows God certainly; and pride is the
root of evil; so dispute not, nor be puffed up with this worldly goods as it is a sacred
trust with you. Therefore, highest knowledge be sought with patience. Do self-
accountability on daily basis. Power to be used in the service of Allah and in the
service of humanity for the betterment of society. Al considers themselves responsible
personally for all actions. Intent is important (Leader 4). The second theme was
relational transparency (Authentic leaders restrain anger and pardon followers on
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their faults. They do not criticize them. They think about their good. For skirmishes
and wrong doings, they consider themselves responsible to mitigate the tension. They
do not consider themselves perfect, as authentic leaders are human beings and not
necessarily perfect...”; “if you do well, you do well for your own self, and if you do
wrong, you do it against yourself. If a person is honest, he is honest for himself and if
he is wrong, he is harming himself not others. Everyone is responsible for his own
burden and at last he will face the music....” (Leader 17). The next theme was ethical
perspective (Come not near to unlawful sex and not transgress the limits of power
bestowed upon you o’ leaders! Fulfil every promise, follow not blindly that of which
you have no knowledge, and walk not on the earth with arrogance. You can neither
rend nor penetrate the earth, nor can you attain a stature like the mountain in height;
Good manners and high character are the attributes of authentic leadership. It is the
way of knowing the straight from the circuitous track, by the grace of Originator that
light up the virtuous. It is necessary for authentic leaders to save themselves from
jealousy and narrow-mindedness and fight for the defense of truth and right (Leader
2); authentic leaders are knowledgeable and well-versed, and they lead their
followers from the depth of darkness into light. The depth of darkness here means
ignorance, unethical attitude and particularly corruption” [LANAT HAI, NASOOR
HA HAMARE MUASHERAI K LIA] - the curse and cancer for our society] and light
here means transparent attitude, fair dealings, good deeds and purity of mind….”
(Leader 7). Balance processing (If leaders fall in vain desires or vanities, they will
harm themselves not others, despite this, be reverent in all things to leaders. The
spirit of noble actions comes from the soul of authentic leadership attributes. The
leader has expressed the Arabic words which has been translated into English “O you
who have faith in! If a sinner comes to you with any news, ascertain the truth, lest you
223
harm people unwittingly and afterwards become full of repentance for what you have
done” (49:6). The authentic leader assists others sincerely. Authentic leader is a
cleansing wind that points to self-judgment and self-accountability. It creates spiritual
power which is irresistible; creates hope which shines like Dawn through the
darkness (Leader 8). Positive psychological capital as a theme emerged (Authentic
leaders create spiritual power and spiritual power is more potent than worldly power.
Authentic leadership is true cure for evil and evil has no power over authentic
leaders- the true symbols of sincerity and truth. No personality should depress
because of its wickedness but repent before judgment comes. Have faith in Allah; He
forgive and forget depravity and accepts and loves remorse. Sin breeds sin, so don’t
fall into snares of evil. The best of people is the man who has authentic leadership
attributes, whose law of life is the will of God and search for truth (the examples of
the prophet Muhammad (SAW) and Hazrat Umar Farooq RA and the other noblest of
men are before you). Remember misfortunes come because of wrong actions; show
tolerance; be hopeful, optimistic, self-efficacious, confident and resilient; have faith
in God; and His expression originates as a guide and compassion (Leader 12). The
emerged themes confirm the constructs of authentic leadership which have been taken
from the literature of empirical studies. Similarly, professional development trainings
(Trainings have a significant importance in the professional development of teachers.
If a leader wish to get the organizational goals in the best way, he/she must focus on
the proper grooming of the follower thorough provision of training opportunities
(Leader 3), job satisfaction (Be patient and strive with constancy. This is authentic
leadership motto. Authentic leaders do not burn with earthly passion (invalid
relations with same/opposite sex) but remain true and righteous. Leaders with
authenticity are like the seeing, and those without all like the blind. Authentic
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leadership is the light that leads from darkness to light. Authentic leader must prevail.
They are true and reality is a substantial sapling, with stable undergrowth, scattering
twigs and perpetual produce. The gateways of sin are countless but the aim of
virtuousness is harmony and amity. Leadership is worship in reality. If it meets you
with God, that it is leadership and authentic leadership, otherwise only roboticism
(Leader 11), work engagement (Authentic leaders have the attributes of insight- to
understand the times and know what they should do; display initiative- to go first,
they do themselves and so differentiate themselves from theoreticians and armchair
persons; initiative instils poise and power of persuasion (Leader 19), leader follower
interaction (Leaders and followers must show their services in human relations,
goodness to each other in need, as well as kindness to followers, purity in sex
relation, justice and respect for human life, protection of followers rights, purity in all
dealings, and particularly avoidance of arrogance…”; and “Authentic leadership is
offered as healing and mercy…and man should accept it without carping excuses….”
(Leader 6) it establishes positive and transparent relations, not only with fellow-being
but also with God. From the bottom of our inmost being, we should respect others.
Then we see ALA better. This leads us to the attitude of AL (worship) and
acknowledgement and finally comes AL for guidance, and a contemplation of what
guidance means. AL is primarily for our own education, consolation and
confirmation. AL does not consist in formalities but in faith, relational transparency,
and clarity of mind; probity and patience under suffering. AL provides gifts in
response. They may be physical gifts e.g. good salary (wealth) and incorporeal gifts
such as satisfaction (Leader 18) and follower authentic leadership development
(Leaders are extremely multifaceted homo-sapiens, who have distinguishing
potentials and abilities that cannot be adequately offered by defined qualities.
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Authentic leaders who take along individuals organized around a joint operation and
standards and authorize them to play front role, in order to work for their followers
while constructing value for all their interested parties. It is believed that the young
blood believes in enthusiasm and integrity (Leader 13); Authentic leaders must play
their roles against mal-practices and evil deeds; as evil is always conquered by virtue
to meet all circumstances and face all obstacles for the sake of peaceful, happy and
prosperous humanity; as every noble deed has its fruit. The virtues which go with
faith of authentic leadership, lead to success and bliss; authentic leader has in himself
proofs of God’s providence. Authentic leadership is the criterion for distinguishing
between right and wrong. It is truth, penetrates slowly to man governed by impulse. It
is peace. It brings tranquility and serenity. The common leadership entangled in
inhuman attitude, perished for their violence, some for their fraud and dishonesty. AL
comes through the spirit of faith, self-truth, self-awareness, relational transparency,
and morality, balance processing of information, optimism, self-efficacy and
resiliency. Authentic leader is the symbol of knowledge and wisdom; purity and
chastity; followers have respect for authentic leaders (Leader 10); ―Authentic leader
attributes must always prevail. Material authority cannot refuse to comply with
accurate, neither can distorted intellect, nor incomprehensible to authentic leadership
light as this material power, dexterity, attractiveness and supremacy are resembling
“MUKRA KA JAAL”- the spider’s trap, fragile afore ceaseless blessings. Faithless
leaders have no steady bases; accurate reliable features will come in the long run.
Women leaders must uphold their honor and dignity; and men must be true to their
noble trust because truth is loved; power, wisdom, beauty and truth are flowed from
Eternal Fountain. Authentic leadership is a guide to the straightforward trail- the
Virtuous will reach Delight; while sin will be condemned. Think of! When decision
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come from, the happiness and peacetime for the sacred (authentic leaders) will be
capped within the proximity of Absolute Authentic Leader (AAL); unfortunately! For
the malevolent, their own nature and engagements will express against them (Leader
16). Themes evolved from the thematic analysis of the transcribed interviews that
support the parameters of organizational development, mainly teacher professional
development. It was found that there is close relationship between authentic
leadership attributes and organizational development.
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Chapter 5
SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS
This chapter aims to summarize the results obtained from the analysis conducted for
this study. It provides key findings, and conclusions drawn from the data presented in
the preceding chapter, discusses the theoretical implications of how this research
contributes to our understanding of leadership, leadership theories, and authentic
leadership, attempt to answer the research questions and presents the aforesaid results
implications for the academic world and practitioners alike. Furthermore, the
limitations of this study are identified and suggestions for further research proposed
closing with concluding remarks.
5.1 SUMMARY
The title of the study is ―exploring authentic leadership in relation to
organizational development of public and private sector universities‖. The objectives
of the study were to; investigate authentic leadership attributes of educational leaders
at university level, investigate the existing status of organizational development at
university level, compare authentic leadership attributes of educational leaders in
public and private sector universities, compare organizational development in public
and private sector universities, measure relationship between authentic leadership
attributes and organizational development in public and private sector universities,
and explore the process of transforming leaders into authentic leaders at university
level. Questionnaires and interview were used as research tools to collect data. Means,
standard deviation, t-test, ANOVA, Pearson correlation and thematic analysis were
employed for data analysis.
Authentic leadership is a present-day modern leadership construct which put
stress on the leader‘ s identification and cognizance of his/her true self and his/her
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engagements that bring into harmony with his/her true self. The existing literature on
authentic leadership refers to leaders in superhuman terminologies, which strengthens
the conventionally long-established distinctive body of leadership as contrasting to
identifying or gratifying self-awareness, ethical perspective, balanced processing
information, relational transparency, authenticity, knowledge generation and positive
psychological capitals as attributes of leadership. Many empirical studies were found
that describe the role of authentic leadership in business organizations, but there is a
research gap in the exploration or investigation of the role of authentic leadership in
educational institutions. The present study intends to fill the gap. New themes
emerged from interviews with leaders and teachers, particularly women leaders and
teachers in educational institutions at university level. The new perspective of
authentic leadership also shows carelessness to state how authentic leadership applies
to women folk and the specific worries fronting women leaders who wish to put into
action authentic leadership attributes. Three key issues appeared which result in
authentic leadership being mainly and mostly puzzling for women, double-bind
dilemma (which compels women leaders to choose between performing together with
gender-normative behaviors or with predictable leadership role behaviors; gendered
bodies organizations (need women to fit into male-dominated settings); and
stereotyped masculinity ( the preference specified to the individual true authentic self
as contrasting to the self in association to others, remains to locate women as
leadership outsiders due to the concentration on the by tradition masculine; and
specific agent-like (to manage the affairs of others) characteristics of leadership. It is
suggested that these three worries fronting women leaders should be
explored/investigated and combined into the incessant investigations of the construct
of authentic leadership. This will result in authentic leadership being a more
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comprehensive notion and a perfect model toward which all leaders can endeavor.
The other themes that emerged during interviews were justice dispensation,
knowledge treasure, generosity, modesty, motivation, patience in performing duties,
helping others, self-concept clarity, well-being, spirituality, pedagogical development,
classroom management, and authentic judgment.
The phenomenon of authentic leadership is a matter of common interest for
both theoreticians and practitioners of leadership. It is believed that at the time of
stormy changes occurring in the educational environment, and organizations, are in
intense need of leaders – heads in the first place instead of supervising directors –
managers per se. Leadership is believed to be a key power in an organization, as it is
responsible for creating a new vision whose transmission is supposed to be
inspirational, motivating and encouraging for the members of an organization and this
is authentic leadership
5.2 FINDINGS OF THE STUDY
Major findings of the study were;
1. The overall mean scores (4.57, 4.45, 4.20, 4.65.and 4.53) showed that
university leaders were self-aware, relationally transparent, balanced in
processing of information, ethically strong and have positive psychological
capital. (tables 4.1, 4.2, 4.3, 4.4, and 4.5)
2. The overall mean scores (4.23, 4.04, 4.05, 4.17 and 4.03) reflected that leaders
engage university teachers in academic and administrative work, teachers are
satisfied in university from their jobs, they have enough opportunities of
trainings for their professional development, good interactions with leaders
and followers are transforming into authentic leaders. (tables 4.6, 4.7, 4.8, 4.9
and 4.10)
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3. The t values (-6.500, -3.278, -3.833, -3.703 and -4.945) which were significant
at .000 reflected that female have more self-awareness, more relational
transparency, more balanced processing of information, ethically stronger and
have higher positive psychological capital as compared to male leaders. (table
4.11)
4. The t values (9.461, 6.483, 7.175, 5.098, and 7.190) which were significant at
.000 showed that singles are more self-aware, more relationally transparent,
more balanced in processing of information, morally stronger and have more
positive psychological capital as compared to married. (table 4.12)
5. The t values (17.787, 5.573, 5.872, 5.383, and 12.658) which were significant
at .000 showed that leaders in public sector universities as compared to private
sector universities have more self-awareness, relational transparency, balance
processing, ethical perspective and positive psychological capital. (table 4.13)
6. The t values (4.485, -2.973, and 2.269) which were significant at .000, .003
and .023 showed that university faculty working on Basic Pay Scale (BPS) as
compared to the faculty working on Track Tenure System (TTS) has more
self-awareness and positive psychological capital, while faculty working on
Track Tenure System (TTS) were more relationally transparent. But t values
(.200, and 1.211) which were not at .842, and .226 showed that there was no
significant difference between university faculty working on Basic Pay Scale
(BPS) and Track Tenure System (TTS) on the ethical perspectives and balance
processing of information. (table 4.14)
7. Results obtained from ANOVA, eta square mean and standard deviation
reflected age-wise comparison among the respondents from leadership
perceptions. The f values (33.094 and 37.863) which were significant at .000
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showed that more than 50 years age group leaders have more self-awareness
and positive psychological capital as compared to other age groups, The f
value (45.408, 52.224 and 27.550) which were significant at .000 showed that
less than 30 years age group respondents were more relational transparent in
their dealings, more balanced in processing information and do more care for
ethical stances as compared to other age groups. (table 4.15)
8. Results obtained from ANOVA, eta square mean and standard deviation
reflected experience-wise comparison among the respondents from leadership
perceptions. The f value (360.356) which was significant at .000 showed that
over 10 years experienced leaders have more self-awareness. The f values
(72.323, 24.697, and 376.202) which were significant at .000 showed that
leaders and teachers having 5 to 10 years‘ experience are relationally more
transparent in their dealings, process information in a more balanced manner
and have more positive psychological capital while f value (206.322) which
was significant at .000 reflected that and do more care for ethical stances as
compared to other experienced groups more than 10 years‘ experience
respondents do care for ethical stances as compared to other group of
experiences. (table 4.16)
9. The t values (-4.41056, -5.56903, -5.44898, -3.9920 and -6.20888) which were
significant at .000 reflected that female teachers have more work engagement,
more job satisfaction, benefit more from professional development
opportunities, have more leader follower interactions and more inclined to
follower authentic leadership development as compared to their male
counterpart. (table 4.17)
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10. The t values (28.381, 31.191, 56.386, 18.529, and 30.827) which were
significant at .000 reflected that unmarried were more satisfied from their jobs,
have more professional development, have more leader followers‘ interactions
and have more followers‘ authentic leadership development as compared to
those who were married from professional development perspectives. (table
4.18)
11. The t values (52.597, 43.922, 29.995, 39.443 and 43.348) which were
significant at .000 reflected that those working in public sector universities
were more engaged, more satisfied, more professionally developed, have more
leader followers‘ interaction and have more follower authentic leadership
development as compared to private sector respondents from professional
development perspectives. (table 4.19)
12. The t values (8.485, 3.876, and 4.652) which were significant at .000, .003 and
.002 showed that university teachers working on Basic Pay Scale (BPS) as
compared to the faculty working on Track Tenure System (TTS) have more
working engagement, more job satisfaction, and have more opportunities for
followers‘ authentic leadership development, while values (.300, and 2.312)
which were not at .942, and .317 showed that there was no significant
difference between university teachers on professional development
opportunities and followers leader interaction from professional development
perspectives. (table 4.20)
13. Results obtained from ANOVA, eta square mean and standard deviation
reflected age-wise comparison among the teachers from the perspectives of
professional development. The f values (482.045, 1110.377, 2144.592,
865.421 and ) which were significant at .000 showed that showed that less
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than 30 years age group respondents were more engaged in their dealings,
more satisfied from their jobs, have more opportunities for professional
development and have more leader follower interactions as compared to other
age groups but the f value (291.884) which was significant at .000 showed that
the age group between 31 to 50 years age respondents‘ has more followers‘
authentic leadership development as compared to other age groups. (table
4.21)
14. Results obtained from ANOVA, eta square mean and standard deviation
reflected experience-wise comparison among the respondents from leadership
perceptions. The f value (1586.816, 430.460, 3345.231, 769.164 and
2053.902) which were significant at .000 showed that less than 5 years
experienced respondents‘ have more work engagement, have more job
satisfaction, were attending more professional development trainings, have
more leader follower interactions and were more following authentic
leadership development principles from the perspectives of professional
development. (table 4.22)
15. The r values (.446, .270, .815, .197 and .950) which were significant at .000
showed significant positive highest and low correlation among all the
components of authentic leadership. The highest correlation for self-awareness
with positive-psychological capital (r value .950) while the lowest correlation
with balance processing (r value .270); for relational transparency the highest
correlation with balance processing (r value .865) while the lowest correlation
with ethical perspective (r value .355); for balance processing the highest
correlation with relational transparency (r value .825) while the lowest
correlation with ethical perspective (r value .197); the highest correlation for
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ethical perspective with balance processing (r value .865) while the lowest
correlation with relational transparency (r value .446); the highest correlation
for positive psychological capital with self-awareness (r value .950) while the
lowest correlation with balance processing component (r value .207) which
was significant at .000.
16. The r values (.912, .760, .893, .666 and .957) which were significant at .000
showed significant positive correlation among all the components of
organizational development. (table 4.24)
17. The r values (.388, .397, .303, .315 and .410); (.115, .139, .150, .042 and
.239); (.129, .163, .276, .064 and .239); (.177, .181, .149, .102 and .222) and
(.255, .246, .206, .153 and .314) which were significant at .000 showed
significant positive correlation between self-awareness, relational transparency
(except leadership followers‘ interactions which has no correlation as shown
by the r value .042 which was not significant at .191), balance processing of
information, ethical perspectives and positive psychological capital with all
the components of organizational development. (tables 4.25,4.26, 4.27, 4.28
and 4.29)
18. The r value (.355) which was significant at .000 showed a significant positive
and average level correlation in public sector universities, the r value (.519)
which was significant at .000 showed a significant positive and large
correlation in private sector universities and the r value (.426) which was
significant at .000 showed significant positive and average level correlations
between authentic leadership and organizational development at university
level. (table 4.30 & table 4.31)
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19. Major themes self-awareness, relational transparency, moral strength, balance
processing positive psychological capital, self-justice and social justice were
emerged from the qualitative data.
20. Followers are transformed into authentic leaders by applying authentic
leadership style.
21. It was found from qualitative analysis that AL brings transformation in
individuals and social structures. In its supreme shape, it produces invaluable
and priceless transformation in the followers with the prime goal of
developing followers into leaders. It improves the motivation, morale and
performance of followers through a variety of procedures.
22. Most of the qualitative data support the quantitative data as all the major
themes of the qualitative data favor the quantitative data of authentic
leadership attributes and organizational development (teachers‘ professional
development) components taken from literature of empirical studies. From
qualitative data, the major themes of authentic leadership were those attributes
which guarantee transforming followers into authentic leaders that self-
awareness, relational transparency, ethical perspective, balance processing of
information and positive psychological capital.
23. During interviews the researcher came to know that most of the leaders were
not aware of this phenomenon. The researcher conveyed the message of AL to
these leaders and teachers.
24. Self-justice and social justice emerge as new themes of AL from this study.
5.3 DISCUSSION
The present study adds to the authentic leadership literature by documenting
empirical support of relations between authentic leadership and organizational
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development and particularly teacher professional development in shape of work
engagement, job satisfaction, professional development trainings, leader follower
interaction and follower authentic leadership development. All hypothesized relations
were supported by the data. As expected, authentic leadership attributes self-
awareness, relational transparency, ethical perspective and balance processing
information (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008; ClappSmith
et al., 2009; Wilson, 2014) were significantly positively related to work engagement
(Banks, McCauley, Gardner, & Gluer, 2016; Miralles, Navarro & Unger, 2015; Rana,
2015) job satisfaction (Lee & Choi, 2010; Jung, 2011; Roche, Hear, & Luthans,
2014; Hwang & Lee, 2015; Lee & Sabharwal, 2016), professional development
trainings (Avalos, 2011; Holmes & Meckler, 2015), and leader follower interaction (
Qu, Janssen & Shi, 2015; Baker, Anthony & States-Doe, 2015) and follower authentic
leadership development (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008).
The finding of study is that authentic leadership attributes has positive medium
correlation with organization development, which is in line with previous research of
((Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008; Zamahani, Ghorbani, &
Rezaei, 2011; Rego, Vitória, Magalhães, Ribeiro, & Cunha, 2013; Schneider,
Gardner, Hinojosa, & Marin, 2014; Rahman, Long, & Iqbal, 2014; Alinezhad,
Abbasian, & Behrangi, 2015; Hwang & Lee, 2015).
Earlier empirical studies have related AL to both attitudinal (Laschinger, Wong, &
Grau, 2013; Leroy, Palanski, & Simons, 2012) and behavioral outcomes (Hannah,
Walumbwa, & Fry, 2011a; Leroy, Anseel, Gardner, & Sels, 2015). Empirical studies
suggest that when leaders are aware of their moral standards and act upon such
principles, they are more likely to gain higher levels of performance and assist others
get done the same (Shapira-Lishchinsky and Levy-Gazenfrantz, 2015). Followers tend
237
to express greater satisfaction with their leader when the leader involves in authentic
actions and this satisfaction is likely to link to a growth in job satisfaction (Jensen &
Luthans, 2006). These empirical works support the finding of this study.
Leaders who are professed to be more moral and make righteous decisions
will be professed as caring more about their followers (Jourian, 2014). Furthermore,
authentic leader has got a strong relation to enhance task performance (Leroy, Anseel,
Gardner, & Sels, 2015) and performance at both the group and organizational levels
(Hannah et al., 2011a), in part, because persons who are authentic are able to
efficiently use balanced processing of information and establish consistency between
their sayings and actions (Walumbwa, Avolio, Gardner, Wensing, & Peterson, 2008).
Gardner, Avolio, Luthans, May & Walumbwa (2005) present a ―conceptual
framework for authentic leader and follower development‖ in which the development
of followership is the result of Authentic Leadership.
“a pattern of leader behavior that draws upon and promotes both positive
psychological capacities and a positive ethical climate, to foster greater self-
awareness, an internalized moral perspective, balanced processing of information,
and relational transparency on the part of leaders working with followers, fostering
positive self-development” (Rego, Vitória, Magalhães, Ribeiro, & Cunha, 2013, p.
62). The findings of this study are backed by these intellectual works.
Barnes (2012) presents a catalogue of psychological paybacks for being
authentic, namely; higher self-esteem, more positive effect and more futuristic
optimism. Mostly authentic leaders are more salient due to their inherent features and
they influence their followers by their authentic deeds and positive relation; and by
this strong constructive relation with followers, as authentic leaders surpass
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authenticity (Gardner, Avolio, Luthans, May & Walumbwa, 2005). These studies
favor the finding of this study.
Liborius (2014) found that truth, meekness, mercy, concern, awareness and
gratefulness towards followers positively correlated with followers‘ willingness to
engage with their leader, and positively correlated with organizational development
which favors the findings of this study.
Leader confidence or effectiveness is recognized in authentic leadership
model as a positive psychological capacity possessed by authentic leaders and being
helpful for goal attainment (Luthans, Youssef, & Avolio, 2007). Authentic leadership
is reciprocal (Zhang, Everett, Elkin, & Cone, 2012). These empirical works supports
the findings of this study.
Authentic leadership is a process in which leaders and followers assist each
other to make progress to a higher level of morale and motivation. It produces
significant transformation in the life of individuals and organization, discernment and
principles are reshaped, prospects and ambitions of followers are changed, leader‘s
personality is valued, role model is made for ethical development, vision is energized
and goals are faced (Kotlyar & Karakowsky, 2007). This study supports the findings
of this thesis.
Narrative, reflection and other modes focus leaders to investigate the origins
of their values, actions, and assumptions, and thus be better positioned to encourage
and empower the leadership of followers (Chávez & Sanlo, 2013). This study
provides backings to findings of the study.
Relational model is another strength which focus on the development of
leaders and followers and that is not leader-centric, but giving followers their share of
the power and responsibility in the leadership of a particular organization and the
239
development of its members rather than just being resources to a production end (Qu,
Janssen, & Shi, 2015). This study supports the findings of the study.
Authentic leadership is a new leadership construct that is drawing a great deal
of empirical consideration and enthusiasm in an endeavor to handle the crunch of
confidence in today's organizations and educational leaders (Gardner, Cogliser, Davis,
& Dickens, 2011). At the basis of authentic leadership, it is the belief that leaders can
express their natural selves in an open and honest manner and that this will lead to
positive and ethical work outcomes. This study support the positive psychological
capital of the current study.
5.4 CONCLUSIONS
Following conclusions were deduced from findings of the study;
1. It was concluded that majority of the university leaders strongly agreed to self-
awareness, positive psychological capital and ethical perspective; agreed to
relational transparency, balance processing attributes of authentic leadership,
work engagement, job satisfaction, professional development trainings, leader
followers‘ interactions and follower authentic leadership development are the
components of organizational development.
2. It was concluded that female leaders have more authentic leadership attributes
as compared to male counterparts; unmarried leaders are stronger in authentic
leadership attributes as compared to married personalities;
3. It was concluded from the results that public university leaders are more self-
aware, more relationally transparent, more balanced in processing information,
ethically more strong and have more positive psychological capital as
compared to private university leaders.
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4. It was concluded that university faculty working on BPS have more self-
awareness and positive psychological capital while those working on TTS
have more relational transparency; and in respect of ethical perspective, and
balance processing, both BPS and TTS have equal position.
5. It was concluded that aged leaders have more self-awareness, relational
transparency, and morality, while young persons have more balance
processing and positive psychological capital.
6. It was concluded from the results that veterans have more self-awareness,
ethically strong while less experienced have more relational transparency,
balance processing and positive psychological capital.
7. It was concluded that female teachers have more work engagement, job
satisfaction, improvement in professional development, leader-followers‘
interaction and more inclined to transformation as authentic leaders as
compared to male teachers.
8. It was concluded that unmarried have more work engagement, job satisfaction,
teacher professional development, leader‘s follower interaction and follower
authentic leadership development as compared married teachers.
9. It was concluded from the results of the study that public university teachers
are more engaged in work, more satisfied from jobs, more professionally
developed as compared to private university leaders, have more leader
followers interaction and follower authentic leadership development
opportunities as compared to private sector university teachers.
10. It was concluded that teachers working on BPS have more working
engagement and have more opportunities for followers‘ authentic leadership
development but less job satisfaction in comparison to TTS teachers. Both
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groups equipped themselves from professional development trainings equally,
and have same level of leader follower interaction.
11. It was concluded from the results that young teachers have more work
engagement, more job satisfaction, more opportunities for professional
development and have more leader follower interactions as compared to old
teachers but the aged has more followers‘ authentic leadership development as
compared to the young ones.
12. It was concluded from the findings of the study that less experienced teachers
have more work engagement, more job satisfaction, getting more from
professional development trainings, more leader follower interactions and
more following authentic leadership development.
13. It was concluded from the findings of the study that there was significant
positive correlation among all the components of authentic leadership and
among all the components of organizational development.
14. It was concluded from the findings of the study that there is a significant
positive correlation between self-awareness, relational transparency, and
balance processing information, ethical perspective and positive psychological
capital of authentic leadership with all the components of organizational
development.
15. It was concluded from the findings of the study that there is a significant
positive and average level correlation in public sector universities between
authentic leadership and organizational development at university level.
16. It was concluded from the findings of the study that there is a significant
positive and large level correlation in private sector universities between
authentic leadership and organizational development at university level.
242
17. It was concluded from the findings of the study that there is a significant
positive and average level correlations between authentic leadership and
organizational development at university level.
18. It was concluded from the findings of the study that qualitative data support
the quantitative data as all the major themes of the qualitative data such as
self- awareness, relational transparency, ethical perspectives, positive
psychological capital, and balance processing of information of authentic
leadership supported the quantitative authentic leadership constructs taken
from literature of intellectual works. Furthermore, major themes emerged from
qualitative data on organizational development (teachers‘ professional
development) such as work engagement, job satisfaction, professional
development trainings, leader follower interactions and follower authentic
leadership transformation also supported the quantitative organizational
development constructs taken from research studies.
19. It was concluded from the findings of the study that authentic leadership
attributes i.e., self-awareness, relational transparency, ethical perspective,
balance processing of information and positive psychological capital transform
a follower into authentic leader and the major themes of authentic leadership
were those attributes which guarantee transforming followers into authentic
leaders.
20. It was concluded that large correlation is found in private sector while average
correlation was found in public sector universities between authentic
leadership and organizational development.
5.5 RECOMMENDATIONS
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In the light of findings and conclusions of the study following
recommendations were made;
1. Authentic leadership must be the theoretical lens through which all
educational leadership development is perceived and developed. Since Begley
(2006, p. 570) defines that authentic leadership ―is a metaphor for
professionally effective, ethically sound, and consciously reflective practices
in educational administration‖, therefore, it is time for universities to focus on
people development, encourage them, motivate them, and develop them as
authentic leaders. Organizations in Pakistan desires educational leaders who,
while at the forward-facing line of defense, may focus on grooming and
educating new generation through authentic leadership as it is considered the
architect of morality , are not guaranteed by position and prestige, but who
lead by the attributes of authentic leadership. In reality, what this researcher
actually learned from the study is that followers wish for authentic leadership
in their universities.
2. Great shortage of research is found on authentic leadership and its
relationships to any factor in the educational system of my country, therefore,
the field is ready for ploughing. With authentic leadership as a theoretical
framework for research, it is the informants‘ unanimous conviction that call
for an innovative leadership approach with a purpose to restoring “confidence,
hope, optimism, resiliency, and meaningfulness” in leadership practices
(Avolio, Luthans, & Walumbwa, 2004, p. 3) can and should start now. Since
the results of this study support the idea that authentic leadership is a desirable
leadership construct in this country, then further empirical research may be
conducted in the field of education aiming at growing and developing
authentic leaders, prepared them to meet the challenges of leading universities.
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Authentic leadership is still in the early stages of development, and much
empirical research is looked-for to advocate the rich theoretical foundations of
this theory.
3. The range of this study concentrated largely on self-awareness as the first
component of authentic leadership and on enhancing current leadership
practices. On the other hand, more tools require to be exposed or advanced to
meet the other aspects of an internalized moral perspective, balanced
processing of information, positive psychological capital and relational
transparency.
4. In terms of organizational development, authentic leadership, when
demonstrated, has been shown to make available a firm underpinning for
proper and viable organizational development (Luthans & Avolio, 2003).
Begley (2006) tackled the matter as it concerns to educational leaders, who he
said must engage the university community regarding all relevant problems.
This notion was further confirmed by the teachers in this study, who
communicated their pleasure and yearning to work in an environment where
authentic leadership is demonstrated. Since educational leadership is thought
to present values ((Warszewska-Makuch, Bedyńska, & Wilson, 2014) and an
ethical attempt (Rintoul, 2010), and further, since Warszewska-Makuch,
Bedyńska, and Wilson, (2014) highlighted that leadership can be advanced
through formal training, further research must face this requirement for
training. And lastly, there has been a recent move in authentic leadership
research toward the development of followers. Additionally, study on follower
development could shed light on how teachers might be trained in authentic
245
leadership attributes in order to improve organizational development (Avolio
& Walumbwa, 2014).
5. It may be well to conduct research study on the authentic leadership at primary
level, secondary level and college level both at private and public sectors as
these areas are in great need of authentic leadership because these sectors
suffered a lot due to unethical attitude of the leaders.
6. It becomes incumbent upon each and every researcher, leader and follower,
who seeks the dignity and bliss of authentic leadership, to regulate his /her life
according to the valuable constructs (attributes) of authentic leadership; as not
accumulated wealth ( by hook or crook) but righteousness (authentic
leadership attributes) attains the happy end; the gift of Nature and the solace of
mind and soul come from adopting authentic leadership attributes; as authentic
leadership creates purity, harmony, balance and transparency; and evil is
doomed to perish. Authentic leadership is a guide and a mercy to men and
teaches them wisdom- the path of Golden Mean-pure life.
7. It is concluded from the interviews that theoretically leaders are very strong
but in practice they are lagging behind. One interviewee remarked “(HAM
GUFTAAR K HERO HAN LAKEN KIRDAAR K ZERO). It means that speech-
wise we are heroes but character-wise we are zeroes.” Therefore it is
recommended that all leaders and teachers must work in disciplined ranks to
repel evil. They must choose between good and evil, with their consequences
in the coming life. If they did well, they did well for themselves; if they did
evil, they did it against themselves.
8. Future researchers are suggested to conduct their studies on authentic
leadership in relation to other components of organizational development.
246
5.6 CONTRIBUTIONS OF THE STUDY
This study makes numerous contributions to the research on authentic leadership.
Broadly speaking, the research contributes to generating new knowledge about
authentic leadership attributes in relation to organizational development, particularly
teachers‘ professional development in the domain of leader followers interaction,
followers authentic leadership development, job satisfaction, professional
development trainings and work engagement. The following sections elaborate on the
theoretical contributions, the methodological contributions and the pragmatic
implications of this research.
247
5.6.1 Theoretical Contribution
The study contributes to the field of authentic leadership by concentrating on
the interactive process in which institutional and cultural factors affect authentic
leadership in relation to organizational development. Authentic Leadership practices
do not operate in segregation, and examining different levels of factors is significant
in understanding how and why authentic leaders may involve themselves in authentic
leadership activities. The mainstream literature on authentic leadership has
concentrated on single-level conceptualizations. In this research, the findings from
both qualitative and quantitative analyses suggest that multilevel analysis is important
in comprehending the authentic leadership process. The intricacies and challenges of
multilevel analysis need careful application to theory and practice. This study
advances the literature on authentic leadership by helping theorists and practitioners
understand the authentic leadership process in a different lens, that is, by examining
the individual, organizational and societal levels concurrently. This study advocates
the findings of existing studies and fills a gap in the literature in relation to the debate
on the influence of authentic leadership. This study‘s contribution is to increase the
understanding of the complex relationship between authentic leadership practices and
organizational development, and to aid leaders to tailor their efforts towards
enhancing the authentic leadership level of their followers.
5.6.2 Methodological Contributions
Results and experiences from this study can report to mixed methods research
design. While classifications are nice for helping researchers quickly describe a range
of appropriate approaches for conducting research, they may not reflect realities of the
method actually employed. In the case of this study, there were some concurrent
elements of data collection. Collecting and analyzing qualitative and quantitative data
248
, convergent parallel mixed method study design was employed. However, a full
thematic analysis of qualitative data collected occurred concurrently with quantitative
data collection. Information gleaned about the authentic leadership attributes in
relation to organizational development in accomplishing authentic leadership
activities and merging during the interpretation phase of the study. While the blending
of quantitative and qualitative concurrent timing helped quickly moved the thesis
forward. However, the theoretical underpinning of study presented at the time of
initial study approval was rooted in extant literature and framed research questions.
This brings to light two important considerations for mixed methodologist.
First, should researchers design convergent mixed methods studies in manner that
ensures adequate time is allowed for full data collection and analysis? That is, do
concurrent studies need to be fully concurrent? Second, how do researchers
adequately present a concurrent mixed methods proposal to department or dissertation
committees that is both true to study design? As mixed methods research is a
relatively young field, more discussion and explication of these issues remain critical
to advancing mixed methods research methodology (Creswell, 2015).
In terms of this study, the creation of the AL measure and its subsequent
testing appeared to perform well. While not entirely validated, the measure did have
reliable measurement and seemed to deconstruct along empirically identified
constructs across phases of the study and across methods of inquiry. That is, the
concurrent component of the study worked as planned. This study presents evidence
that should encourage and inform further deliberations to advance mixed methods
research.
This study advances previous research that has focused, almost exclusively, on
the quantitative method of analysis. Octlund, Kidd, Wengstrom, and Rowa-Dewar,
249
(2011) argued that if we are to take seriously the ideational aspects of institutions, we
need to move away, however slightly, from strictly positivist research and incorporate
interpretivist methods that pay serious attention to the subjective ways in which actors
experience institutions. To date, almost all of the prominent research in authentic
leadership has been conducted from a positivist point of view. This study‘s
contribution derives from the qualitative stance that it has taken to understand the
phenomenon. Leaders‘ interpretations of their experiences at work have provided rich
forms of data that are relevant to authentic leadership research. By using in-depth
interviews, the researcher was able to identify how authentic leadership affects
organizational development. As the purpose of the qualitative research was to explore
the complexities of leaders and followers‘ experiences at work, no attempt is made to
claim representativeness of the sample or to generalize the findings from the sample
to the general population. However, as shown in Chapter 4, noteworthy patterns of
similarities and differences among interviewees‘ responses provided rich data that
permitted the elucidation of processes.
5.6.3 Practical implications
This study has practical implications for authentic leaders and emergent
leaders wishing to improve organizational development. Authentic leaders could
concentrate efforts on increasing collaboration throughout their leadership actions.
Shared endeavors can be strengthened through the transparent interaction and balance
processing information between leaders and followers (Qu, Janssen, & Shi, 2015).
Moreover, providing quality improvement activities for practice of followers
can strengthen relationships and help develop practice sites. Based on study
participant perspectives, authentic leadership actions seem to have been important for
how some followers became authentic leaders and cultivated successful reputations.
250
Both leaders and followers step-up when forming transparent relationships.
Transparent working relationships are built on trust and commitment. Initially doing
noble actions in the light of authentic leadership attributes in educational institutions
may help develop these relational attributes (Shapira-Lishchinsky, & Levy-
Gazenfrantz, 2015).
The AL should continue to foster training and professional development of
teachers. Making availability of more funding is indispensable, as a dearth of funding
hampers authentic leaders‘ abilities to create infrastructure that fosters followers‘
authentic leadership development, which may ultimately influence their efficiency.
Additionally, AL may benefit from taking a more concentrated look at the structure
and process of positional performance within organizations as identified in this study.
By accurately measuring authentic leaders in their utilization of different personnel
configurations, and their abilities to interact with followers, AL could gain deeper
insights on why certain ALs were successful and why others were not (Shokooh,
Pourkiani, Moghadam, & Madadi, 2015).
The rationale presented for investigating authentic leadership at the start of
this study linked to increasingly complex challenges faced by leaders in current
organisations. Existing leadership models were developed over 20 years ago (Alimo-
Metcalfe & Alban-Metcalfe, 2005); organisations have since been through scientific,
profitable, social, ethical, moral and administrative ups and downs that have led to a
high degree of intricacy in the environment (Nonaka & Takeuchi, 2011). Although
organisations stress the necessity for authentic leaders to exhibit attributes such as
self-awareness, relational transparency, high level of morality, balance processing of
information, optimism, hopefulness, resiliency, and self-efficacy (Walumbwa, Avolio,
Gardner, Wernsing, & Peterson, 2008; Rego, Vitória, Magalhães, Ribeiro, & Cunha,
251
2013), a strategic mind-set, and innovation to serve followers (Tapara, 2011); each of
the five authentic leadership dimensions may be of equal strategic importance. They
may enable organisations to face current challenges, achieve competitive advantage,
better serve their followers, engage workforce, and make sure accomplishment
ethically, morally, persistently, and sustainably.
The methodology used in this research makes a key contribution to the
leadership literature. For example, existing leadership models are based on
quantitative or qualitative methods (Alimo-Metcalfe & Alban-Metcalfe, 2005). This
research has addressed this by incorporating the views of leaders‘ and followers
across public and private sector universities; the authentic leadership dimensions are
therefore based on a holistic perception of authentic leadership, which is a strength of
this research. The use of mixed methods was also recommended for future leadership
research (Alimo-Metcalfe & Alban-Metcalfe, 2005). This research addressed this
need by using a mixed methods approach in developing a wise leadership measure.
Additionally, established leadership models such as transformational leadership have
originated from North American studies, and therefore, future research with
geographically diverse populations was therefore recommended to increase the
generalisability of new leadership research (Alimo-Metcalfe & Alban-Metcalfe,
2005). Participants in the current research were predominantly in the United
Kingdom, thus increasing our understanding of leadership based on a non-American
based sample.
5.7 LIMITATIONS OF THE STUDY
This study has limitations worth noting. As different data collection methods
(questionnaires and interviews) and different samples (30 informants and 967
252
participants) were utilized in this study, the discussion of limitations is presenting
concurrently.
First, data collected concurrently for both qualitative and quantitative analysis
are reflective of the informants and participants included in the sample. These study
participants tended to be well-experienced, well-educated, highly motivated, and
relatively successful in performing authentic leadership activities. While some study
participants were from universities in an emergent phase of their profession, those
leaders and teachers (emerging leaders) still had a good amount of experience in
performing authentic leadership actions. It was difficult for study informants to
present pessimistic, negative and critical comments, but there were a few mentioned.
On the other hand, these few examples, study informants narrated were full of
interpretations and tries to depict the negative comments in a manner that reduced the
negative performance of leaders involved. Furthermore, study informants reported
that some leaders are unaware of this phenomena and becoming problematic due to
mal-practices on the basis of their avarice and greed. This suggests that perspectives
from emerging leaders would not be netted. It could be useful to identify former
leaders and teachers, to allow their perspectives to be heard and included in
development of authentic leadership in relation to organizational development.
Second, interviews with study participants of data collection were very brief.
This restricted the amount of information gained. While significant effort was taken to
limit the topics discussed during the interviews, there always seemed as if there could
have been even deeper insights revealed if interviews would have lasted longer. This
observation is the researcher‘s and not necessarily shared by study participants. It is
important to note just how busy people involved in leadership actions. With as
challenging as it was to identify 30 study participants willing to complete interviews,
253
it should be interpreted that the study participants had something to say about the
topics addressed and were passionate about authentic leadership attributes.
Third, this study was conducted in a cross-sectional manner. This makes it
difficult to accurately estimate the effect of authentic leadership attributes theorized in
the Theory of Authentic Leadership. It is only through the addition of qualitative
findings that this study was able to shed light on the relatively few examples of
leadership attributes. A more carefully specified operationalization of authentic
leadership is warranted, and a more rigorous approach to interpretation in qualitative
data and measurement in quantitative data is necessary. Furthermore, the
generalization of performance as stable across time within individuals is questionable.
For deep understanding of the phenomena of authentic leadership, phenomenological
study can be conducted.
Fourth, this outcome highlights the need for increased work on authentic
leadership in educational leadership field.Successful organizations in the 21scentury
will be those that get the best out of people by motivating them with an inspiring
mission and empower people at all levels of the organization.
5.8 SUGGESTIONS FOR FUTURE RESEARCH
It is the researcher‘s ardent hope that this research will produce a theoretical
contribution beyond the earlier proposals and explanations presented by former
researchers, and will generate a new understanding of authentic leadership and a skill
to accomplish it more efficiently, thus fashioning new directions for future research.
First, this study handled the topic from a micro within-person perspective at
university level. One theoretical prospect related with a within-person perspective is
that there may be a time-based pattern of leadership-related experiences in place of
spatial pattern. As demonstrated in some studies, leaders may not be in the same way
254
involved in leadership activities on daily basis. Considering the general level of
leadership might perhaps overlook the dynamic and configurational facets of the
authentic leadership phenomenon. Thus, investigating daily levels of authentic
leadership activities over a period of time and during a number of periods may
provide evidence for different causal factors of leadership. Future research may use a
diary study of authentic leadership.
Second, future research should concentrate on studying the different other
organs of education to examine different views in regard to authentic leadership. In
particular, at secondary level or at primary level because at grass root level, it needs a
lot and thus need to be further explored in terms of their relation to authentic
leadership.
Third, regardless of rapidly changing educational conditions and environments
in the developing countries, research published on authentic leadership is still lacking
as compared to developed nations. Since this study found that institutional context
drives organisational practices, future research ought to concentrate on Continental-
driven phenomena. For example, in the case of this study, all components were found
to have a great influence on organizational development. Studies on other Asian
countries may develop a similar outlook or a quite different one. It would be
interesting to see just how much context matters.
Fourth, the researcher had adopted mixed methods approach for the study. The
attention of the future researchers is concentrated to employ qualitative or quantitative
approach.
Fifth, the researcher has conducted his study at university level to explore
authentic leadership in relation to organizational development. The future researchers‘
255
consideration is directed toward secondary or primary level as these levels are in great
need of authentic leadership.
Sixth, the research has chosen the construct of teacher professional
development among the different components of authentic leadership, therefore the
future researchers are advised to select other components of organizational
development.
Seventh, the researcher has selected the education sector for his study while
future researchers can conduct their studies in business organizations or political
organizations.
Eighth, it is recommended that additional studies be conducted on MMR to
verify the results of this study. It is also recommend that individual quantitative,
qualitative, and mixed methods studies be completed to compare the results of each to
determine if MMR proved more robust conclusions. In addition, longitudinal studies
could be conducted to monitor the progress of MMR.
Lastly, he researcher has chosen the topic for his study- exploring authentic
leadership in relation to organizational development. The future researchers are
suggested to conduct their studies on one of the following topics:
1. Authentic leadership theory development: theorizing on Islamic philosophy
2. A study of authentic leadership and social-emotional intelligence in higher
education academic leaders
3. On Developing a Deeper Understanding of Authentic Leadership: Interpreting
AL-Farooq using Intertexture Analysis and Social and Cultural Texture
Analysis
4. Authentic Leadership as a Model for Reducing Mal-practices of Educational
Leaders at University level
256
5. Leader moral strengths and authentic leadership: Pursuing opportunities for
authentic leadership development through moral development
6. Authentic leadership and its relationship to managerial effectiveness in
educational organizations
7. Effects of Authentic Leadership on Job Satisfaction and organizational
commitment
8. Investigating an organization's ability to learn as well as understand better the
impact of authentic leadership in the learning dynamics for the organization
9. Women university leaders: Leading with authenticity for organizational
development
10. Developing Authentic Leaders and Followers: A Case Study in Abdul Wali
Khan University
11. Authentic leader development through life-stories of leaders: A
phenomenological study
12. To Lead is to Love and Beautify: An Exploration into the Role of Love and
Beauty in authentic Leadership theory development
Finally, I have investigated five constructs of authentic leadership in relation
to organizational development. The future researchers are directed to investigate other
components like generosity, knowledge capital, self-truth, and self-regulation, justice
etc. of authentic leadership.
257
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APPENDICES
Appendix- A (Before Pilot Study)
QUESTIONNAIRE FOR LEADERS
Research Topic
EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO
ORGANIZATIONAL DEVELOPMENT OF PUBLIC AND PRIVATE
SECTOR UNIVERSITIES
Be honest about your choices as this will help you to reflect on your
strengths and areas that need improvement. If you are not in a leadership
position, try to relate each question to similar actions you have taken in the
past.
Objectives:
7) To investigate authentic leadership attributes of educational leaders at
university level
8) To investigate the existing status of organizational development at university
level
9) To compare authentic leadership attributes of educational leaders in public and
private sector universities
10) To compare organizational development in public and private sector
universities
11) To examine relationship between authentic leadership attributes and
organizational development in public and private sector universities
A. DEMOGRAPHIC PROFILE
In each of the following items, make a mark beside the choice that best
describes you.
1. Educational Level_____(a) BA/BSc (b) MA/MSc(c) MPhil (d) PhD
2. Gender_____________ (a) Male (b) Female
3. Age_______________ (a) below 30 (b) 31-50 (c) above 50 (d)
56 & above
4. Length of Service_____ (a) 10-15 (b) 16-20 (c) 21-25 (d) 26
& above
5. Marital status_________(a) single (b) married (c) divorced(d)
engaged
6. Employment status____ (a) permanent(b) contract
284
B. LIKERT SCALE
Following are a number of statements describing the relationship among
authentic leadership, teachers‘ professional development and students‘ academic
performance. Read each statement and encircle or Mark tick whether you strongly
agree (SA)-5, agree (A)-4,uncertain(U)-3,disagree(DA)-2, strongly
disagree(SDA)-1, that it describes your view.
A u t h e n t i c L e a d e r s h i p S u r v e y
S.NO STATEMENTS SA A UC DA SDA
A. Authenticity
1. I exhibit authenticity through behavior
which transform and develop followers into
becoming Authentic leaders.
2. When facing decisions, I almost always
consult with my team, however, the most
important thing that affects the outcome are
my deeply-held values.
3. The actions I take are always linked with my
values.
4. My values are shaped by personal beliefs,
developed through study, introspection,
experiences, and consultation with others.
5. I always tell the truth, both within and
outside of the institution because integrity
runs deep within the fabric of my soul.
B. Self-awareness
6. I can list my three greatest weak points.
7. I can list my three greatest strong points.
8. I seek feedback as a way of understanding
who I really am as a person.
9. I accept the feelings I have about myself.
10. I remain aware of my own vulnerabilities
and openly discuss them with associates.
C. Positive psychological capital
11. I perform as role model for my followers.
12. I share common vision with my associates.
13. I encourage my co-workers when facing
difficulties.
285
14. I provide my followers a strong sense of
purpose.
15. I try to become a mirror of authentic
attributes.
D Relational Transparency
16. I openly share my feelings with others.
17. I let others know who I truly am as a person.
18 I rarely present a "false" front to others.
19. I admit my mistakes to others.
20. I consider myself answerable to all.
E Balanced processing information
21. I seek others' opinions before making up my
own mind.
22. I listen closely to the ideas of those who
disagree with me.
23 I do not emphasize my own point of view at
the expense of others.
24. I listen very carefully to the ideas of others
before making decisions.
25. I agree to give deference to the knowledge
and enthusiasm of the young elements.
F Ethical Perspective
26. My actions reflect my core values.
27. I do not allow group pressure to control me.
28. Other people know where I stand on
controversial issues.
29. My morals guide what I do as a leader.
30. I follow ethical values in all matters.
G True Self
31. I am true to myself.
32 I act in accord with my true self.
33 I am ethical, optimistic, and transparent and
future- oriented.
34 I insist on knowledge generation.
286
Thanks for your co-operation
Respondent‘s signature ______________
Researcher‘s signature ______________
Observer‘s signature ______________
35 I bridge the gap between adopted values
(true self) and daily used values.
36 I look forward to creating genuine
relationship through my associations at
work.
37 Trust is built and sustained in the depths the
relationship, I have with my team.
38 I would never set double standards for my
team and myself.
39 One thing my team will never accuse me of
being as a detached leader.
40 One of the main reasons my team not only
follows me, but also dedicate themselves to
the common cause, is that they feel I am
genuinely interested in serving them.
287
Appendix- B (Before Pilot Study)
QUESTIONNAIRE FOR TEACHERS (APs/Ls)
Research Topic
EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO
ORGANIZATIONAL DEVELOPMENT OF PUBLIC AND PRIVATE
SECTOR UNIVERSITIES
Objectives:
1. To investigate authentic leadership attributes of educational leaders at university level
2. To investigate the existing status of organizational development at university level
3. To compare authentic leadership attributes of educational leaders in public and private
sector universities
4. To compare organizational development in public and private sector universities
5 To measure relationship between authentic leadership attributes and organizational
development in public and private sector universities
6. To explore transforming leader into authentic leader at university level
A. Background characteristics
In each of the following items, make a mark beside the choice that best
describes you.
i. Educational Level_____(a) BA/BSc (b) MA/MSc(c) MPhil (d) PhD
ii. Gender_____________ (a) Male (b) Female
iii. Age_______________ (a) 25-35 (b) 36-45 (c) 46-55 (d) 56 & above
iv. Length of Service_____ (a) 10-15 (b) 16-20 (c) 21-25 (d) 26 & above
v. Marital status_________(a) single (b) married (c) divorced(d) engaged
vi. Employment status____ (a) permanent(b) contract
B. Likert scale
Following are a number of statements describing the relationship among
authentic leadership, teachers‘ professional development and students‘
academic performance. Read each statement and encircle or Mark tick
whether you strongly agree (SA)-5, agree (A)-4,uncertain(U)-
3,disagree(DA)-2, strongly disagree(SDA)-1, that it describes your view.
288
A u t h e n t i c L e a d e r s h i p S u r v e y
S.NO STATEMENTS 5 4 3 2 1
A Pedagogical development
1. I like inspirational teaching leaders.
2. I want leaders who will teach and inspire me
to do more than I normally would.
3. Regardless of the intentions and motivations
behind their actions in pedagogical
instructions, I will follow as long as they are
my leaders.
4. I want leaders who are open to my ideas and
appreciate what I can do in my instruction.
5. I prefer leaders who are flexible and can find
several ways for me to achieve my goals
during teaching.
B Classroom discipline capabilities
6. I am clear what is expected of me at
classroom.
7. At classroom, I have been provided with
equipment and materials required for me to do
my work efficiently and maintain discipline.
8. My leader encourages my pedagogical
development at classroom.
9. My performance is being assessed or
discussed in classroom and I like it.
10. I prefer a leader who helps me in classroom
management.
11 I prefer leaders who convert their values into
consistent actions that others can have faith in.
C Outcomes of job satisfaction
11. I receive recognition from the leader for doing
good work.
12. I feel that my fellow workers are committed to
doing good quality work because of authentic
leader.
13. The leader makes me feel that my job is
289
important for the well-being of others.
14. I am satisfied what I am doing for the others,
15. I am contented what I am receiving for my
job.
D Followers leader interactions
16. I like a leader who enjoy helping others to
understand the value and deeper purpose of
their work.
17. I like a leader who always trust on his team
because he knows his team is true to itself.
18 I like the leader who believes in team building
for achievement of goals.
19. I like the leader who consults with team for
better performance.
20. I like a leader who believes that group mind is
more fruitful than individual mind.
E Followers authentic leadership
21. I like leaders who are confident about who
they are and can help me be same.
22. I want my leaders to be good listeners.
23 I want leaders who are open to my ideas and
appreciate what I can do.
24. I prefer leaders who can set clear goals for
themselves and others, and then help them to
reach them.
25. I want positive thinking leaders even in hard
times when things seem to be going wrong.
26 I prefer a God fearing leader
F Work Engagement
26. My leader keeps me abreast of the
information concerning development and
changes.
27. My leader monitors and evaluates
teacher performance after providing AV aids.
28. My leader provides net facility in department.
29. My leader provides multimedia in classroom.
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30. My leader provides inspirational motivation.
291
Thanks for your co-operation
Respondent‘s signature ________________
Researcher‘s signature ________________
Observer‘s signature ________________
G Professional Development Trainings
31. I have had the opportunity over the last year at
work to improve my skills.
32. I like a leader who provides training
opportunities to his followers.
33. I like a leader who focuses on transforming
teachers‘ knowledge into practice for the
benefit of others.
34. I like a leader who deals with uses of
technology in professional development
35. I like a leader who makes arrangements of
seminars for teachers‘ professional
development.
292
Appendix C-Modified (After Pilot Study)
AUTHENTIC LEADERSHIP QUESTIONNAIRE FOR LEADERS
Research Topic
EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO
ORGANIZATIONAL DEVELOPMENT OF PUBLIC AND
PRIVATE SECTOR UNIVERSITIES
Be frank about your choices as this will help you to reflect on your
strengths and areas that need improvement. If you are not in a leadership position,
try to relate each question to similar actions you have taken in the past. This
questionnaire contains items about different dimensions of authentic leadership. There are no
right or wrong responses. Use the following scale when responding to each statement by
writing the number from the scale below which you feel most accurately characterizes your
response to that statement.
A. DEMOGRAPHIC PROFILE In each of the following items, make a mark beside the choice that best describes
you.
7. Educational Level___ (a) MA/MSc (b) MPhil (c) PhD
8. Gender____________ (a) Male (b) Female
9. Age_______________(a) less than 30 (b) between 31 and 50 (c) over 50
10. Length of Service____(a) less than 5 (b) between 5 and 10 (c) over 10
11. Marital Status _____ (a) single (b) married
12. Employment status___ (a) BPS (b) TTS
B. LIKERT SCALE
Following are a number of statements describing the relationship between authentic
leadership, and teachers‘ professional development. Read each statement and encircle
or Mark (tick) whether you strongly agree (SA)-5, agree (A)-4,uncertain(U)-
3,disagree(DA)-2, strongly disagree(SDA)-1, that it describes your view.
Objectives:
1. To investigate authentic leadership attributes of educational leaders at university level
2. To investigate the existing status of organizational development at university level
3. To compare authentic leadership attributes of educational leaders in public and private
sector universities
4. To compare organizational development in public and private sector universities
5 To measure relationship between authentic leadership attributes and organizational
development in public and private sector universities
6. To explore transforming leaders into authentic leaders at university level?
293
A u t h e n t i c L e a d e r s h i p S u r v e y
S.NO STATEMENTS SA A U DA SDA
A. Self-awareness
1. I can list my three greatest weak points.
2. I can list my three greatest strong points.
3. I seek feedback as a way of
understanding who I really am as a
person.
4. I accept the feelings I have about myself.
5. I consider myself answerable to all.
6. I am aware of my own loopholes and
openly discuss with followers.
B. Relational Transparency
7. I openly share my feelings with others.
8. I let others know who I truly am as a
person.
9. I rarely present a "false" front to others.
10. I confess to others for my mistakes.
11. I almost always consult with my team
before decision-making.
12. I keep positive relations with followers.
C. Balanced processing information
13. I seek others' opinions before making up
my own mind.
14. I listen closely to the ideas of those who
disagree with me.
15. I do not emphasize my own point of view
at the expense of others.
16. I listen carefully to the ideas of others
before making decisions.
17. My followers feel I am genuinely
interested in serving them.
18. I share my information with followers.
D. Ethical Perspective
294
T
h
a
n
k
s
f
o
r
y
o
u
r
co-operation
Respondent’s signature ______________
Researcher’s signature ______________
19. My actions reflect my core values.
20. I do not allow group pressure to control
me.
21. Other people know where I stand on
controversial issues.
22. My moral standards guide me what I see
to do as a leader.
23. I deal ethically with my followers.
24. I look forward to creating genuine
relationship through my association at
work.
E. Positive psychological capital
25. I am optimistic in my performance as role
model for my followers.
26. I share common vision with my
associates.
27. I encourage my co-workers when facing
difficulties.
28. I try to become a model of authentic
leadership attributes.
29. The actions I take are always linked with
my values.
30. I am resilient and won‘t be unhappy for
long.
295
Appendix- D (Modified) (After Pilot Study)
QUESTIONNAIRE FOR TEACHERS (APs/Ls)
Research Topic
EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO
ORGANIZATIONAL DEVELOPMENT OF PUBLIC AND
PRIVATE SECTOR UNIVERSITIES
Be frank about your choices as this will help you to reflect on your strengths
and areas that need improvement. If you are not in a leadership position, try to
relate each question to similar actions you have taken in the pas t. This questionnaire
contains items about different dimensions of authentic leadership. There are no right or wrong
responses. Use the following scale when responding to each statement by writing the number
from the scale below which you feel most accurately characterizes your response to that
statement.
B. DEMOGRAPHIC PROFILE In each of the following items, make a mark beside the choice that best describes
you.
13. Educational Level___ (a) MA/MSc (b) MPhil (c) PhD
14. Gender____________ (a) Male (b) Female
15. Age_______________(a) less than 30 (b) between 31 and 50 (c) over 50
16. Length of Service____(a) less than 5 (b) between 5 and 10 (c) over 10
17. Marital Status _____ (a) single (b) married
18. Employment status___ (a) BPS (b) TTS
B. LIKERT SCALE
Following are a number of statements describing the relationship between authentic
leadership, and teachers‘ professional development. Read each statement and encircle or
Mark (tick) whether you strongly agree (SA)-5, agree (A)-4,uncertain(U)-3,disagree(DA)-
2, strongly disagree(SDA)-1, that it describes your view.
Objectives:
1. To investigate authentic leadership attributes of educational leaders at university level
2. To investigate the existing status of organizational development at university level
3. To compare authentic leadership attributes of educational leaders in public and private
sector universities
4. To compare organizational development in public and private sector universities
5 To measure relationship between authentic leadership attributes and organizational
development in public and private sector universities
6. To explore transforming leaders into authentic leaders at university level?
296
A u t h e n t i c L e a d e r s h i p S u r v e y
S.NO STATEMENTS SA A UC DA SDA
A. Leader followers interactions (LFI)
1. I prefer leaders who convert their values into
consistent actions that others can have faith in.
2. I like leaders who are open to follower
opinions.
3. I have a high regard for leader having
transparency in relation with followers.
4. I like a leader who enjoy helping others to
understand the value and deeper purpose of
their work.
5 I like the leader who consults with team
members for better performance.
6. I appreciate leaders having flexibility in
relation to followers.
B. Followers authentic leadership development (FALD)
7. Self-awareness of leader is necessary for
follower authentic leadership development.
8. Ethical perspective is significant for follower
authentic leadership development.
9. Balance processing of information is vital for
authentic leadership development of
followers.
10. Relational transparency is important for
development as becoming authentic leader.
11. Optimistic leaders play an important role
even in hard times when things seem to be
going wrong.
12. Quick return to previous condition helps in
follower authentic leadership development.
C. Work Engagement
13. I get motivation from my AL to accomplish
my set goals
14. AL enhances my job performance
15. At work, I keep it up, even when things do not
go well
297
Thanks for your co-operation
Respondent’s signature ________________
Researcher’s signature ________________
16 My job inspires me
17 I am immersed (get involved deeply) in my
work
18 Al encourages my persistence even in face of
obstacles
D. Professional Development trainings
19. I have had the opportunity over the last year at
work to improve my skills.
20. I like a leader who provides training
opportunities to his followers.
21. I like a leader who focuses on transforming
teachers‘ knowledge into practice for the
benefit of others.
22. I like a leader who deals with uses of
technology in professional development
23. I like a leader who makes arrangements of
seminars for teachers‘ professional
development.
24. The amount of training I receive is
satisfactory
E. Outcomes of job satisfaction
25. I receive recognition from the leader for doing
good work.
26. I feel that my fellow workers are committed to
doing good quality work because of authentic
leader.
27. The leader makes me feel that my job is important
for the well-being of others.
28. I am satisfied what I am doing for others.
29. I am contented what I am receiving for my job.
30. I am happy with what I am doing for organization
298
299
Appendix-E (Interview Protocol)
Research topic
EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO ORGANIZATIONAL
DEVELOPMENT OF PUBLIC AND PRIVATE SECTOR UNIVERSITIES
Objectives:
1. To investigate authentic leadership attributes of educational leaders at university level
2. To investigate the existing status of organizational development at university level
3. To compare authentic leadership attributes of educational leaders in public and private sector
universities
4. To compare organizational development in public and private sector universities
5. To measure relationship between authentic leadership attributes and organizational development in
public and private sector universities
6. To explore transforming leaders into authentic leaders at university level?
Hello! I am interested in exploring with you my research topic authentic leadership in relation to organizational
development at university level where you successfully demonstrated your leadership and organizing skills…
you have rich experience in this field. Hope you will enrich my mind with veteran and robust ideas…………..
Demographic information
Sir can you please share your demographic information i.e. job position, your tenure with this organisation,
educational qualification, and age.
Can you briefly describe what you do as a leader?
Leadership and authentic leadership attributes
What is leadership and its types to you?
Would you like to share your views about authentic leadership?
What are authentic leadership attributes to you?
Organizational development and its existing status
What is organizational development to you?
Would you like to comment on the existing status of organizational development at university level?
Comparison between authentic leadership in public and private sector universities
Would you like to present your views on the comparison of authentic leadership attributes of educational
leaders in public and private sector universities?
Comparison between organizational development in public and private sector universities
What is your point of view about the organizational development in public and private sector universities?
Relationship between authentic leadership and organizational development
Would you like to present your views on relation between authentic leadership and Organizational
development?
Have you ever thought about authentic leadership and how do you see authentic leadership in our organizational
context …?
How can leaders transform into authentic leaders at university level?
Thanks for co-operation
300
Appendix-F
INFORMATION SHEET AND CONSENT FORM
Dear Leader/Teacher,
Assalam o Alaikum!
This document comprises pertinent information regarding the study titled ―Exploring
Authentic leadership in relation to organizational development of public and private sector
universities‖. The persons supervising this study are; Prof. Dr. Riasat Ali Department of Education,
Abdul Wali Khan University Mardan Pakistan. The document describes the terms and conditions for
consent to participate in this study.
Description of Study
The study is mixed method in nature. The relationship between authentic leadership and
organization development, specifically teacher professional development in term of work engagement,
follower leader interaction and follower authentic leadership development. The population of the study
includes all the VCs/Deans, HODs, HEC approved supervisors, Aps/ Lecturers of public and private
sector universities of Khyber Pakhtunkhwa.
Data from the respondents of the study will be collected through two questionnaires and
interview. One questionnaire will be used to gather data from leaders and the other to collect data from
teacher. The leaders and followers will be interviewed to get deep understanding of the phenomena.
The obtain data will be analyzed through Mean Scores, Std Deviation, and Pearson correlation.
Risks and Benefits
There are no foreseeable risks involved in participating in this study. However, a slight
disturbance may arise in participants‘ daily routines activities for a brief period of time. The researcher
would make every effort to minimize this risk. The study has the potential of benefiting the research
participants regarding leadership, organizational development.
Conditions of Participation
Participation in the study is voluntary. Furthermore, the participants reserve the right to
withdraw or to refuse to participate in the study without presenting any justification.
Confidentiality
To ensure confidentiality, findings will be presented in the form of research report with no
identifying information about research participants. Confidentiality of the research participants and the
selected universities will be maintained by using pseudonyms in place of real names. The data will not
be shared with anyone except the researcher‘s supervisor and co supervisor.
[ ] I agree to be investigated according to the details given above.
[ ] I don‘t agree to be investigated
[ ] Other condition (s) on investigation
Contact for queries about the study
Participant (s) may contact following for any queries about the study.
Researcher’s contact information Supervisor contact information
Syed Saeed, PhD Scholar
Department of Education, AWKUM, Pakistan
Email:[email protected]
Prof. Dr. Riasat Ali,
Department of Education, AWKUM, Pakistan
Email: [email protected]
301
Appendix-G: List of participants in the interviews
No Gender Age Length of
service
Edu. Level Marital
status
Employment
status
1 Female PhD
2 Male PhD
3 Male PhD
4 Female PhD
5 Female PhD
6 Female PhD
7 Male PhD
8 Male PhD
9 Male PhD
10 Male PhD
11 Male PhD
12 Male PhD
13 Female PhD
14 Female PhD
15 Male PhD
16 Female PhD
17 Male PhD
18 Male PhD
19 Female PhD
20 Female PhD
21 Female PhD
22 Male PhD
23 Male PhD
24 Male PhD
25 Male PhD
26 Male PhD
27 Male PhD
28 Female PhD
29 Female PhD
30 Male PhD
302
Appendix-H Authentic Leadership Member Recruitment Email
[DATE]
[Recipient Name]
[Title]
[University Name]
[Address]
[City, ZIP Code]
Dear [Recipient Name]:
Attached is an information sheet that conveys information about a research study
aimed to identify authentic leadership in relation to organizational development in
public and private sector universities. Your involvement in such an endeavor to
advance knowledge of authentic leadership in relation to organizational development
in public and private sector universities that could ultimately lead people to improved
authentic leadership attributes across organizations would be greatly appreciated.
Participation in this study involves completion of a brief survey that will ask you
about authentic leadership attributes within your organization. An email link will be
sent with further instructions, so that you may complete the survey online at your
convenience.
If you are have any questions regarding this study or wish to schedule your interview,
please email the researcher, Syed Saeed, at [email protected].
Thank you for your time and interest. I look forward to hearing from you.
Sincerely,
Syed Saeed, PhD Scholar
Department of Education
AWKUM
Study Supervisor:
Professor Dr. Riasat Ali
303
Appendix I: Invitation Sheet
I invite you to participate in a research study being conducted by researcher from The
Abdul Wali Khan University Mardan. The purpose of this study is to explore
authentic leadership attributes in relation to organizational development in public and
private sector universities. Your response will help inform me about authentic
leadership actions and their relationship to organizational development in university
settings.
If you agree to participate, I would like you to complete a survey on authentic
leadership within your organization (University). An email link will be sent with
further instructions, so that you may complete the survey online at your convenience.
The survey should not take more than 10 minutes to complete. You are free to skip
any questions that you prefer not to answer.
I will not use your name when presenting results of the study. Only a numeric study id
will be kept with electronic survey data. Taking part in this research study is
completely voluntary. A reminder telephone call will be made a week after receipt of
this letter. If you do not wish to participate in this study or receive reminder contacts,
you may respond to this email requesting no further contact.
If you have questions about the rights of research subjects, please contact the
Syed Saeed PhD Scholar AWKUM 0315-4841941/ 0346-9364012, or e-mail
Thank you very much for your consideration of this research study.