Abstract
This study aimed to determine the degree of practicing authentic leadership among public-school leaders from teachers’ viewpoint while also revealing whether statistically significant differences exist between the respondents’ means of the degree of authentic leadership practice due to number of years of service, specialization, and/or scholastic stage. A descriptive-analytical approach was adopted. The study population consisted of teachers. A stratified random sample of 351 female teachers was chosen. The questionnaire used consisted of four main axes that included the four authentic leadership elements: self-awareness, relational transparency, the internalized moral perspective, and balanced processing. The results indicated a high degree of the practice of the four dimensions of authentic leadership among the leaders as well as the presence of statistically significant differences between teachers’ mean responses about the degree of authentic leadership practice among the leaders of public-schools due to the number of years of service in favor of the teachers whose years of service ranged between 5 and 10 years as well as academic level in favor of intermediate school teachers. The researchers also offer several recommendations.
 
 Keywords: Authentic leadership; school principals; practice leadership;
Highlights
Effective leadership in all life activities is considered a basis for development; specialists have been interested in studying leadership styles to determine the most effective ones
Contemporary educational leadership has undergone rapid and growing changes and ethical challenges (Al-Khatib & Al-Khatib, 2015), which led to the need to create a new style of leadership in line with the changes and ethical challenges that enhance the quality of performance for the current turbulent work environment (Avolio & Gardner, 2005)
Educational leadership has gone through many challenges that have been reflected in the educational environment in general and on educational leaders in particular, and their impact on workers in the contemporary educational field appeared, as mentioned by Al-Khatib and Al-Khatib (2015) and AlSuwaidi (1997)
Summary
Effective leadership in all life activities is considered a basis for development; specialists have been interested in studying leadership styles to determine the most effective ones. Contemporary educational leadership has undergone rapid and growing changes and ethical challenges (Al-Khatib & Al-Khatib, 2015), which led to the need to create a new style of leadership in line with the changes and ethical challenges that enhance the quality of performance for the current turbulent work environment (Avolio & Gardner, 2005). In response to these ethical challenges and the spread of corruption in the world, authentic leadership emerged (Alvesson & Einola, 2019). Authentic leaders have self-awareness and adhere to their values and ethical foundations as reflected in their actions, especially in crises, stress, and growing competitions (Duignan, 2014)
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