Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

Abstract

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.