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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:





(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



Dean faculty of Social Sciences ______________________


Director Academic & Research ______________________





(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

iv

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


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


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


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


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


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


5. What is positive psychological capital as an authentic leadership attribute of


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


11. Is there gender difference in authentic leadership attributes of educational


12. Is there marital difference in authentic leadership attributes of educational


13. Is there sector difference in authentic leadership attributes of educational


14. Is there position difference in authentic leadership attributes of educational


9

15. Is there age difference in authentic leadership attributes of educational leaders


16. Is there experience difference in authentic leadership attributes of educational


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


27. Is there a relationship between balanced processing and the constructs of


28. Is there a relationship between ethical perspective and the constructs of


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?



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.

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

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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

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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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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

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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

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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

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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

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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).

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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,

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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

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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

99

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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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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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


2. What is relational transparency as authentic leadership attribute of educational


3. What is balance processing of information as authentic leadership attribute of


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4. What is ethical perspective as authentic leadership attribute of educational


5. What is positive psychological capital as authentic leadership attribute of


6. What is the existing status of work engagement as organizational development


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


9. What is the existing status of leader follower interaction as organizational


10. What is the existing status of follower authentic leadership development as


11. Is there gender comparison of authentic leadership attributes of educational


12. Is there marital comparison of authentic leadership attributes of educational


13. Is there sector comparison of authentic leadership attributes of educational


14. Is there position comparison of authentic leadership attributes of educational


15. Is there age comparison of authentic leadership attributes of educational


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16. Is there experience comparison of authentic leadership attributes of


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


26. Is there a relationship between relational transparency and the constructs of


27. Is there a relationship between balance processing and the constructs of


28. Is there a relationship between ethical perspective and the constructs of


29. Is there a relationship between positive psychological capital and the

constructs of organizational development (teacher professional development)?


organizational development in public and private sector universities?

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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


questionnaire for Leaders after pilot study


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


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


questionnaire for teachers after pilot study (APs/Ls)


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

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


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


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


Table 4.2

Relational Transparency among university leaders


.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


.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


Table 4.4

Ethical perspective among university leaders


.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


Table 4.5

Positive psychological capital among university leaders


.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


Table 4.6

Work engagement among university teachers


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


Table 4.7

Job satisfaction among university followers/teachers


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.


identical opinions about the statements of job satisfaction.

138

R.Q.8:- What is the existing status of professional development trainings as


Table 4.8

Professional development trainings at university level


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


Table 4.9

Leader follower interaction at university level


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


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


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.


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


Table 4.12

Marital status comparison of authentic leadership attributes


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


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


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


Table 4.13

Sector-wise comparison of authentic leadership attribute

Group Statistics

Type of

organization

Mean Std.

Deviation


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


attributes from the sector-wise perspective. The mean differences on the first


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


Table 4.14

Employment status-wise comparison of authentic leadership attributes


attributes from the position-wise perspective. The mean differences on the first


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


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


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


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


balance processing for Group 1 (M= 27.02, SD= 2.25), Group 2 (M = 25.34, SD =


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 =


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


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


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 =


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


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


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


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


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


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


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


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


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


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


Public 28.2112 3.59531 7.11201 43.348 .000

Private 21.0992 .31929

156


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


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


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


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


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


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


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 =



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


professional development training for Group 1 (M= 30.00, SD= 0.00), Group 2 (M =



score in leader follower interaction for Group 1 (M= 30.00, SD= 0.00), Group 2 (M =


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


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=



0.85 respectively; the mean score in leader follower interaction for Group 1 (M=



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


Sig. (2-tailed) .000 .000 .000 .000

N 967 967 967 967

Job satisfaction


Sig. (2-tailed) .000 .000 .000

N 967 967 967

Professional

development

trainings


Sig. (2-tailed) .000 .000

N 967 967

Leader follower

interaction



N 967

Follower authentic

leadership

development

Pearson Correlation

Sig. (2-tailed)

N 967 967 967 967 967


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


Sig. (2-tailed) .000 .000 .000 .000

N 967 967 967 967

Job satisfaction


Sig. (2-tailed) .000 .000 .000

N 967 967 967

Professional



Sig. (2-tailed) .000 .000

N 967 967

Leader follower

interaction



N 967

Follower authentic

leadership

development

Pearson Correlation

Sig. (2-tailed)

N 967 967 967 967 967 967


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


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


Sig. (2-tailed) .000 .000 .000 .000

N 967 967 967 967

Job

Satisfaction


Sig. (2-tailed) .000 .000 .000

N 967 967 967

Professional



Sig. (2-tailed) .000 .000

N 967 967

Leader follower

interaction



N 967

Follower authentic


Pearson Correlation -

Sig. (2-tailed)

N 967 967 967 967 967 967


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


development)?

Table 4.27

Pearson Product Moment Correlations between balance processing and the


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


.163**

.276**

.064* .155

**

Sig. (2-tailed)

.000 .000 .000 .045 .000

N 967 967 967 967 967

Work

engagement


.760**

.893**

.957**

Sig. (2-tailed)

.000 .000 .000 .000

N 967 967 967 967

Job

Satisfaction


.940**

.794**

Sig. (2-tailed)

.000 .000 .000

N 967 967 967

Professional

Development

Trainings


.734**

Sig. (2-tailed)

.000 .000

N 967 967

Leader

Follower

Interaction


Sig. (2-tailed)

.000

N 967

Follower

Authentic

leadership

development


Sig. (2-tailed)

N 967 967 967 967 967 967


172

RQ. 28:- Is there a relationship between ethical perspective and the


development)?

Table 4.28

Pearson Product Moment Correlations between ethical perspective and the


Correlations

EP WE JS PDT LFI FALD

Ethical

perspective


.181**

.149**

.102**

.222**

Sig. (2-tailed)

.000 .000 .000 .001 .000

N 967 967 967 967 967

Work

engagement


.760**

.893**

.957**

Sig. (2-tailed)

.000 .000 .000 .000

N 967 967 967 967

Job

Satisfaction


.940**

.794**

Sig. (2-tailed)

.000 .000 .000

N 967 967 967

Professional

development

trainings


.734**

Sig. (2-tailed)

.000 .000

N 967 967

Leader

follower

Interaction


Sig. (2-tailed)

.000

N 967

Follower

authentic

leadership

development


Sig. (2-tailed)

N 967 967 967 967 967 967


The above table illustrates that the ethical perspective which is the first construct of

authentic leadership has the highest correlation for follower authentic leadership


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


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


Sig. (2-tailed) .000 .000 .000 .000

N 967 967 967 967

Job

Satisfaction


Sig. (2-tailed) .000 .000 .000

N 967 967 967

Professional

Development

Trainings


Sig. (2-tailed) .000 .000

N 967 967

Leader

Follower

Interaction



N 967

Follower

Authentic

Leadership

Development


Sig. (2-tailed)

N 967 967 967 967 967 967


The above table illustrates that the ethical perspective which is the construct of

authentic leadership has the highest correlation for follower authentic leadership


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


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



N 967

Organizational development

(Teachers professional

Development)


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

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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


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


Authentic leadership attributes in HODs


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



Authentic leadership attributes of HEC approved supervisors


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


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!

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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

201

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.

202

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.

203

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.

205

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

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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

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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

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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

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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

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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

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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

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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)


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)


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

233

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)


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

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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.


positive and average level correlation in public sector universities between

authentic leadership and organizational development at university level.


positive and large level correlation in private sector universities between

authentic leadership and organizational development at university level.

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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

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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.

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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.

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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

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, 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.

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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.

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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


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


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.

290

30. My leader provides inspirational motivation.

291


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


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:




sector universities




6. To explore transforming leaders into authentic leaders at university level?

293


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


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:




sector universities





296


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


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


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

299

Appendix-E (Interview Protocol)

Research topic

EXPLORING AUTHENTIC LEADERSHIP IN RELATION TO ORGANIZATIONAL

DEVELOPMENT OF PUBLIC AND PRIVATE SECTOR UNIVERSITIES

Objectives:



3. To compare authentic leadership attributes of educational leaders in public and private sector

universities


5. To measure relationship between authentic leadership attributes and organizational development in

public and private sector universities


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


AWKUM

Study Supervisor:


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

[email protected]

Thank you very much for your consideration of this research study.

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