شبكة المعلومات العربية التربوية

The study aimed to determine the availability of authentic leadership dimensions among school principals and the impact of authentic leadership dimensions on teachers. To achieve the study's objectives, a qualitative approach was adopted, using a semi-structured interview tool. The tool was presented to a group of experts, and interviews were conducted with ten participants, including three female principals, one male principal, five female teachers, and one male teacher working in schools of the United Nations Relief and Works Agency for Palestine Refugees (UNRWA), the validity and reliability of the tool were ensured before conducting the interviews. The results revealed the presence of the four dimensions of authentic leadership (self-awareness, ethical perspective, relational transparency, and balanced processing) among the interviewed principals. It also showed a positive impact of authentic leadership on teachers, such as enhancing teachers' sense of belonging, fostering innovation and creativity, achieving job satisfaction, and optimism, leading to increased efficiency in problem-solving. Additionally, the results indicated threats to authentic leadership in terms of its emergence and practice, such as institutional policies conflicting with the values of the principals, neutrality, favoritism, and nepotism. Based on the findings, the researcher recommended the necessity of training principals in self-reflection to enhance their self-awareness, furthermore, it was suggested to adopt the dimensions of authentic leadership within the school's goals and vision to create a generation that embodies authentic leadership. (Author’s abstract)