Presentation of Authentic Leadership Model for High School Principals Case Study

The present study aims to present an authentic leadership models in high schools. The research method is a combination of qualitative and quantitative studies. In terms of time and objective, it is a cross-sectional applied research. In the first phase of the study the participants were 19 persons including university professors and principals and employees of the Education Departments of Markazi Province, who were selected using purposive sampling method, and interviewed until theoretical saturation was realized. The data analysis was based on open, axial, and selective coding, and validity of the analysis was assessed from internal and external approaches. Reliability of the research was verified using coders’ contingency coefficient, and the contingency coefficient of 0.77 was achieved after repeating the interview for the fourth time. In the quantitative phase, the statistical society consisted of 1128 high school teachers and principals, 330 of whom were selected using simple random sampling method and Morgan-Krejcie (1970) Table. The data collection tool was a self-made questionnaire based on the qualitative results. Validity of the questionnaire was assessed by experts’ approach, and reliability of the questionnaire was calculated as 0.84 using Cronbach’s Alpha Test. The data was analyzed using descriptive statistics (average and standard deviation) and statistical inference (structural equations) by SPSS₂₀ and Amos₂₄ software. The findings identified organizational strategies, organizational status, personal characters, and capabilities as the causative conditions of authentic leadership; strategic approach and principals’ superficial competition as contextual factors, improper targeting, lack of facilities, and excessive interference as interventional factors; reconsidering management structure of the schools, principals’ intellectual independence, and tolerance as strategies; and enhancing quality of education, increasing the principals’ social capital, and reducing social harms in the schools as outcomes of authentic leadership. Structural equations by Amos software were also indicative of the fact that the proposed model fits well. The subject of leadership has always been one of the most important topics in management science and sociology of organizations. Self-awareness expresses a deep understanding of one's skills, values, and behaviors (Cottrill, Lopez & Hoffman, 2014). Morality refers to directing one's actions and decisions by a personal moral compass and ignoring social pressures. Balanced processing is also dealing with all issues without neglect, respecting the views of others and considering all aspects instead of being biased (Northouse, 2016). Relationship transparency is also the degree to which the leader shows his or her originality to others, shares information with others, and expresses his or her true thoughts and feelings (Rego, Sousa, Marques, Pina & Cunha, 2014). Genuine leadership with elements of transparency, honesty and ethics can be the answer. On the other hand, due to the recentness of the concept of genuine leadership, it is necessary to study genuine leadership and further explore the components and factors involved in it. The innovation of the research is that with a combined study (qualitative and quantitative), an attempt has been made to address different angles of this concept and to identify the factors affecting genuine leadership for high school principals. The research method is a combination of qualitative and quantitative studies. In terms of time and objective, it is a cross-sectional applied research. In the first phase of the study the participants were 19 persons including university professors and principals and employees of the Education Departments of Markazi Province, who were selected using purposive sampling method, and interviewed until theoretical saturation was realized. The data analysis was based on open, axial, and selective coding, and validity of the analysis was assessed from internal and external approaches. Reliability of the research was verified using coders’ contingency coefficient, and the contingency coefficient of 0.77 was achieved after repeating the interview for the fourth time. The data collection tool was a self-made questionnaire based on the qualitative results. Validity of the questionnaire was assessed by experts’ approach, and reliability of the questionnaire was calculated as 0.84 using Cronbach’s Alpha Test. The data was analyzed using descriptive statistics (average and standard deviation) and statistical inference (structural equations) by SPSS₂₀ and Amos₂₄ software.
The findings identified organizational strategies, organizational status, personal characters, and capabilities as the causative conditions of authentic leadership; strategic approach and principals’ superficial competition as contextual factors, improper targeting, lack of facilities, and excessive interference as interventional factors; reconsidering management structure of the schools, principals’ intellectual independence, and tolerance as strategies; and enhancing quality of education, increasing the principals’ social capital, and reducing social harms in the schools as outcomes of authentic leadership. Structural equations by Amos software were also indicative of the fact that the proposed model fits well.
The issue of genuine leadership is one of the most important issues in the field of education. Given the novelty of this issue, the need for further studies of genuine leadership is inevitable. Therefore, the present study was conducted to provide a genuine leadership model for high school principals. The research method was performed in two steps: qualitative and quantitative. Findings from the experts' point of view showed that the causal factors affecting the original leadership included organizational policies, organizational appointments, personal characteristics and competencies. It should be said that the basic principle of any organization is clarity and transparency of policies and its implementation in practice. Based on the organizational justice approach, it can be said that the leader achieves organizational goals when employees have reached a fair perception of their organization. The findings showed that the genuine leadership model requires different actions at the macro (policies), middle (organizational culture and transparency within the organization) and micro (managerial individual and personality factors) levels. Some of the findings of this model (strategic approach, competition at the managerial level, improving education and reducing social issues) were not present in the studies and are somewhat new and significant. Although the results of this study can be generalized to other similar communities, the findings are limited. One of these limitations is that this study was a case study that requires studies at a larger level to make a more accurate judgment. The researcher did not have the facilities and time to study in other areas. Another limitation was the lack of tools to measure and describe the current state of the original leadership. It is suggested that a clear and specific procedure be provided for the selection of principals for all eligible people, and that school management move away from the appointment mode and pay more attention to their professional dimensions and competencies. It is suggested that criteria be selected for the selection of school principals in accordance with the original leadership model and take operational mode. Another suggestion is to teach managers the basics and principles to promote the original leadership model. Another theoretical suggestion is to provide an indigenous scale to assess the status of genuine leadership and to address it from a descriptive perspective.