Multi-Level Modeling of Principal Authenticity and Teachers' Trust and Engagement

ABSTRACT This study examined multi-level structural equation modeling process between teacher perceptions of authentic leadership and its relationship to trust and engagement levels. The study took place in three county school districts of a southeastern state. A total of 917 teachers from 60 schools were surveyed concerning their perceptions of authentic leadership and levels of trust and engagement. Statistical analyses included descriptive statistics, confirmatory factor analysis, Structure Equation Modeling, and Hiearchical Linear Modeling. All three surveys were found to have valid construct validity although the data were more favorable toward the second-order factor model than the first-order factor model for authenticity and trust but not for engagement. Intra-class correlation coefficients were calculated for each item in the survey and, on average, there was approximately 15% of the variance between schools for authenticity, trust, and engagement, respectively. Therefore, a multi-level SEM was used to account for between-school and within-school variances. Teacher's perception of principal authenticity levels was highly related to their trust and engagement levels between and within schools. The results are discussed with regard to their implications for future research and the improvement of practice. Authentic leadership of building principals and its relationship to teacher levels of trust and engagement should be of interest to professional development programs, school district hiring, and assessment practices. INTRODUCTION Teachers play a significant role in education (Easton-Brooks & Davis, 2009; Gere, Buehler, Dallavis, & Haviland, 2009; McKown & Weinstein, 2007; Stronge, Ward, Tucker, & Hindman, 2007). Therefore, it is of utmost importance to provide a healthy work condition for the teachers. As the leader of a school, principal's behaviors and management skills have an impact on teachers' job satisfaction, efficacy, trust in the organization, and engagement levels (Bird, Wang, Watson, & Murray, 2009; Bogler, 2001; Dipaola & Tschannen-Moran, 2001; Hipp & Bredeson, 1995; Koh, Steers, & Terborg, 1995). Most of the previous studies on these topics are in the business management field and rarely linked the three constructs of principal authenticity, teacher trust and teacher engagement (Branson, 2007; Connell, Ferres, & Travaglione, 2003; George, Sims, McLean, & Mayer, 2007). Very few studies have considered employee's trust and engagement and the employer's leadership style simultaneously (Yammarino, Dionne, Schriesheim, & Dansereau, 2008). The purpose of this study is to investigate the relationships between principal's authenticity and teacher's trust and engagement using a multi-level approach. The use of a multi-level approach allows the researcher to examine relationships among variables within schools as well as between schools (Goddard, TschannenMoran, & Hoy, 2001; Stapleton, 2006). Authentic Leadership Style Authentic leadership style is usually understood as being true to oneself (Harter, 2002) and has been researched extensively recently in management literatures (Gardner & Schermerhorn, 2004; George et al., 2007; Luthans & Avolio, 2003). Drawing upon Luthans and Avolio's (2003) initial definition of authentic leadership that focused on self-awareness and selfregulated behaviors as well as Gardner, Avolio, Luthans, May, and Walumbwa's (2005) emphasis on the self-regulation components of authentic leadership (i.e., internalized regulation, balanced processing of information, relational transparency, and authentic behavior), Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) defined authentic leadership as "a pattern of leader behavior that draws upon and promotes both positive psychological capacities and a positive ethical climate, fosters greater self-awareness, an internalized moral perspective, balanced processing of information, and relational transparency on the part of leaders working with followers, fostering positive self-development. …