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Exploring Authentic Leadership on Teachers Engagement and Performance: Narratives of Novice Teachers

Year: 2025
Type: article
Abstract: This study explored the lived experiences of novice teachers about the authentic leadership practices of their school heads and how such leadership influences their engagement and performance. Specifically, it aimed to understand how novice teachers perceive the impact of authentic leadership characterized by transparency, ethical guidance. Employing a phenomenological qualitative approach, data were gathered through semi-structured online interviews of the 6 participants and a focus group discussion 6 Participants. Thematic analysis was used to interpret the narratives of participants and draw out essential themes. Regarding the experiences of novice teachers with authentic leadership, positive themes emerged such as Supportive Leadership Builds Confidence and Motivation, highlighting how empathetic and consistent school leaders promote self-efficacy and dedication. In contrast, negative experiences were captured through the themes Inconsistency in Leadership Creates Uncertainty and Doubt and Limited Opportunities for Professional Growth Undermine Teacher Engagement. Next, the coping mechanisms employed by novice teachers in navigating leadership-related challenges. Emergent themes included Seeking Peer Support as a Vital Coping Mechanism, Adjusting Expectations and Embracing Professional Realities, and Emotional Toll and the Need for Support Systems. Finally, the study revealed key educational management insights from the experiences of novice teachers. These include Clear Communication and Consistent Administrative Practices as essential elements of effective school management, The Impact of Recognition and Feedback on Teacher Motivation, and Authentic Leadership Builds Trust and Teacher Confidence.
Author: Nardo, Michael
Language: English
Subfield: Education
Open Access status: diamond
OpenAlex ID: W7105731268
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