Relationship of Authentic Leadership, Personality Traits and Personal Sense of Power amongst School Teachers: A Study from the Less-Privileged Areas of Karachi-Pakistan

Abstract

The purpose of the study was to examine the relation among authentic leadership, sense of power and personality traits of school teachers of less-privileged areas of Karachi, Pakistan. 200 school teachers (100 men and 100 women) from private and public sector participated, with the age range of 21 to 40 years with mean age of  (M=29.30). Data collected through a survey method by using questionnaires, Ten Items Personality Inventory (TIPI), Self-Report version of Authentic Leadership Questionnaire (16- items) and English version of Personal Sense of Power Scale (8-items). The results showed that authentic leadership was significantly related with extraversion (r = 0.139, p =< 0.05) conscientiousness (r = 0.202, p =< 0.004) and openness to experience (r = 0.191, p = <0.007). Insignificant relation found with agreeableness (r = 0.09, p => 0.181) and emotional stability (r = 0.83, p => 0.241) personality traits. Further, authentic leadership is insignificantly related to a sense of power (r = 0.118, p > = 0.095). Interestingly, findings suggested that female teachers possess slightly high authentic leadership (M=57. 14) and sense of power (M=4.46) than male teachers   (M = 56.82, 4.27). The findings of the study have practical implications in academics that teachers should be recruited after assessing their personality traits and authentic leadership qualities for the students and schools’ development.