The extent of authentic leadership of resident supervisors on enhancing teachers' classroom management practices in public schools

Abstract

The study aims to explore the extent of practising authentic leadership by resident supervisors in enhancing teachers' classroom management. The study uses a mixed method. The data was collected through a questionnaire distributed over a sample of 319 teachers and 135 supervisors. That was followed by 33 semi-structured interviews. Findings indicate a high extent of practising authentic leadership by resident supervisors to enhance their teachers' classroom management. It also reveals multiple factors that affect the extent of supervisors' authenticity, such as the methods of conducting supervision, the resulting effect of the age difference between teachers and their supervisors, efficient supervision from resident supervisors compared to others and the selection of resident supervisors. The findings suggest the significance of educating school developers on the importance of improving resident supervisors' leadership to enhance teachers' classroom management.