Authentic leadership for teacher’s academic optimism

Abstract

Purpose This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO. Design/methodology/approach Data were collected from school teachers and their immediate principal and were further analysed through confirmatory factor analysis and hierarchical regression analysis. Findings Data analysis provided significant support to the hypotheses presented in the study. AC partially mediated the link between AL and AO, and TC moderated the linkage between AC and AO significantly. Originality/value This study provides novel basis to improve the overall functioning of schools and teachers’ performance. It provides ways to improve the overall AO in Indian schools.