Abstract
Efforts to restructure schools typically include broadening decisionmaking arenas to include teacher input. Principals, however, have not been prepared to share leadership roles with their faculties, nor have researchers examined the characteristics of principals who are willing and able to empower teachers. Leader authenticity has been associated with more open climates in schools. In this study, the authors examined the relationship between principal authenticity and faculty empowerment in 30 high schools. One aspect of teacher empowerment—expanding teacher knowledge—was significantly related to leader authenticity. Implications for principal and teacher preparation programs as well as principal selection are discussed.
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