PRINCIPALS’ AUTHENTIC LEADERSHIP AS PREDICTOR OF TEACHERS' JOB COMMITMENT IN IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study investigated the predictive value of principals' authentic leadership practice on teachers' job commitment in public secondary schools in Anambra State. A correlational research design was adopted, with a population of 8,187 teachers. A sample of 819 teachers was drawn using a proportionate stratified sampling technique. Data were collected using the Principals’ Leadership practice Questionnaire (PLPQ) and the Teachers’ Job Commitment Scale (TJCS), with reliability coefficients of 0.79 and 0.82 respectively. Simple regression analysis was used for data analysis. The findings revealed that principals' authentic leadership practice are a moderate predictor of teachers' job commitment, accounting for 42.1% of the variance. The study also found a significant positive relationship between the two variables (p<0.05). The null hypothesis, which stated that authentic leadership is not a significant predictor, was therefore rejected. The study concludes that principals' authentic leadership is a crucial factor in fostering teacher commitment. It is recommended that educational bodies prioritize training for principals in authentic leadership to enhance teachers' dedication and improve the educational environment.