Effect of Principals' Self-Awareness as Authentic Leaders on Innovative Work Behaviour of Teachers at Higher Secondary School Level
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This study examined the effect of principals’ self-awareness as a core dimension of authentic leadership on teachers’ innovative work behaviour at the higher secondary school level in Islamabad. Self-awareness enables leaders to understand their values, strengths, weaknesses, and emotional impact on others, thereby fostering trust and psychological safety within schools. Innovative work behaviour refers to the generation, promotion, and implementation of new instructional ideas that enhance teaching effectiveness. A quantitative survey research design was employed. The population comprised principals and teachers from public higher secondary schools in Islamabad. Using stratified random sampling, data were collected from principals and teachers through validated questionnaires. Data were analysed using descriptive statistics and regression analysis in SPSS. The findings revealed a significant positive effect of principals’ self-awareness on teachers’ innovative work behaviour. The results suggest that self-aware principals create supportive environments that encourage creativity, professional engagement, and instructional innovation. The study highlights the importance of leadership development programs focusing on self-awareness to enhance innovation in secondary education institutions.
Keywords:
Authentic Leadership, Higher Secondary Schools, Innovative Work Behaviour, Self-AwarenessReferences
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