Authentic leadership for teacher’s academic optimism: Moderating effect of training comprehensiveness

Abstract

Purpose

This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO.

Design/methodology/approach

Data were collected from school teachers and their immediate principal and were further analysed through confirmatory factor analysis and hierarchical regression analysis.

Findings

Data analysis provided significant support to the hypotheses presented in the study. AC partially mediated the link between AL and AO, and TC moderated the linkage between AC and AO significantly.

Originality/value

This study provides novel basis to improve the overall functioning of schools and teachers’ performance. It provides ways to improve the overall AO in Indian schools.

Citation

Srivastava, A.P. and Dhar, R.L. (2016), "Authentic leadership for teacher’s academic optimism: Moderating effect of training comprehensiveness", European Journal of Training and Development, Vol. 40 No. 5, pp. 321-344. https://doi.org/10.1108/EJTD-12-2015-0096