Role of Psychological Capital as a Mediator between Authentic Leadership and Learning Organization in Bangkok Metropolitan Schools: A Causal Relationship Model

Abstract

The purpose of the research was to develop the empirical causal relationship model of learning organization, with psychological capital as a mediator, impacted by authentic leadership in Bangkok Metropolitan school, Thailand. The literature review was extensively conducted to identify the research hypothesized model, and the causal relationship modelling was implemented by 1,080 teachers. Descriptive and inferential statistics and structural equation modelling were conducted to empirically investigate causal relationships. The findings revealed that the causal relationship model fit the data well, as indicated by fit indices; Chi-square indicated at 26.464 (df=34; p=0.818), with non-statistical significance. Model consistency was identified by Goodness of Fit Index (GFI) at 0.997, Adjusted Goodness of Fit Index (AGFI) at 0.988, Root Mean Square Residual (RMR) at 0.00519, and Root Mean Square Error of Approximation (RMSEA) at 0.000. The findings consistently and significantly revealed direct and indirect effects of authentic leadership on learning organization as mediated by psychological capital, which identified an indirect effect (0.56**) and a total effect (0.65**). The direct effects of authentic leadership were the highest impact on psychological capital (0.81**), though with a non-significant direct impact on learning organization (0.08). The results significantly indicated a direct effect of psychological capital on learning organization (0.69**), verified psychological capital as an effective mediator enhancing learning organization. By square multiple correlations of the latent variables, psychological capital was explained and predicated by authentic leadership for 66%, and learning organization was explained and predicated by authentic leadership and psychological capital for 58%.