Psychological Capital and Authentic Leadership Behavior on Leadership Effectiveness in Secondary Schools of Wollega Zones

Abstract

The purpose of this study was to survey the contribution of psychological capital and authentic leadership behavior for leaders work effectiveness using concurrent research design. To examine these phenomena, three zones were included from four Wollega zones by simple random sampling technique. Schools and teachers also were randomly selected while leaders were selected by availability sampling technique. Accordingly, 78 school leaders and 206 teachers were included in the sample. Close and open-ended 360-degree self and observer rating questionnaires as well as interview were used to collect the data. After validation of the instrument, descriptive statistics, correlation and multiple regression analyses were computed. The result revealed significant positive correlation between leaders’ psychological capital and authentic leadership behaviors with leadership effectiveness. Leaders’ psychological capital and authentic leadership behaviors were significantly predicted leadership effectiveness as reported by self-rated but not significantly predicted as observer rated. The result of stepwise regression analysis shows, self-awareness and balanced process from psychological capital, while hope and resilience from authentic leadership behavior were the most contributors for leadership effectiveness. Thus, it was concluded that this study helps to know the contribution of psychological capital and authentic leadership behavior to leadership effectiveness. It also helps secondary school principals and teachers to identify psychological capital and authentic leadership behavior qualities expected from them. Hence it was recommended that Zonal educational bureaus have to plan in consultation with Wollega University, behavioral science department to get awareness training on these constructs for their school leaders to be effective in their performance.