Authentic leadership in the educational system and in nursing education: an integrative review

Flores, Cezar Augusto da Silva; Maier, Suellen Rodrigues de Oliveira; Moura, André Almeida de; Balsanelli, Alexandre Pazetto; Dias, Bruna Moreno; Bernardes, Andrea

doi:10.1590/0034-7167-2022-0122

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Revista Brasileira de Enfermagem

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REVIEW • Rev. Bras. Enferm. 75 (1) • 2022 • https://doi.org/10.1590/0034-7167-2022-0122 copy

Authentic leadership in the educational system and in nursing education: an integrative review

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to identify and analyze the knowledge produced in literature about authentic leadership in the educational system, as well as in nursing education.

Methods:

an integrative review, carried out in the Scopus, Web of Science, CINAHL, MEDLINE/PubMed, ERIC, LILACS databases. Articles that addressed authentic leadership in the educational system from a general perspective and within the nursing scope, as well as teaching practices of this leadership model, were eligible.

Results:

twenty-three articles met the inclusion criteria, most published in 2019, highlighting studies in the context of teaching, with a predominance in the nursing course and which were synthesized into three thematic categories.

Final Considerations:

it was found that the higher the levels of authentic leadership in the educational system, the higher the rates of other positive factors related to it, such as trust, involvement, academic optimism, responsibility, creativity, among others.

Descriptors:
Leadership; Education; Faculty; Students; Education, Nursing

Authorship, country, database and level of evidence	Objective(s)/number of participants	Delineation/data collection instrument	Outcome
Eriksen(¹⁵15 Eriksen M. Authentic Leadership. J Manag Educ. 2009;33(6):747-71. https://doi.org/10.1177/1052562909339307 https://doi.org/10.1177/1052562909339307... ) USA, Scopus, VI	Demonstrate an authentic leadership teaching strategy. N = 43 students.	Sharing their audio-recorded belief statements in the classroom, telling their life experiences.	Students considered the exercise significant for developing authentic leadership.
Rahman et al.(¹⁶16 Rahman F, Abiodullah M, Quraishi U. Authentic Leadership for Democracy in Schools. Acad Leadersh Online J [Internet]. 2010 [cited 2021 Oct 30];8(2). Available from: https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1403&context=alj https://scholars.fhsu.edu/cgi/viewconten... ) Pakistan, Scopus, IV	Investigate the pattern of authentic leadership in schools in a developing country. N = 195 professors and 9 directors.	Quantitative research. 1. Authentic Leadership Questionnaire (ALQ)	The four components of authentic leadership were found to be relevant to democratic practice in the educational environment.
Bird et al.(¹⁷17 Bird JJ, Wang C, Watson J, Murray L. Teacher and Principal Perceptions of Authentic Leadership: Implications for Trust, Engagement, and Intention to Return. J Sch Leadersh. 2012;22(3):425-61. https://doi.org/10.1177/105268461202200302 https://doi.org/10.1177/1052684612022003... ) USA, ERIC, VI	Relationships between authentic leadership of school directors with trust, involvement, and intention to return to work in the next school year. N = 28 directors and 633 professors.	Quantitative descriptive research. 1. ALQ; 2. Workplace trust survey; 3. Gallup Organization Q12 Survey; 4. Professors’ intention to return.	The school director’s authenticity is positively related to professors’ trust and engagement levels, and is also associated with their intention to return to work in the next school year.
Bento and Ribeiro(¹⁸18 Bento AV, Ribeiro MI. Authentic leadership in school organizations. Eur Sci J. 2013;9(31):121-30. https://doi.org/10.19044/esj.2013.v9n31p%25p https://doi.org/10.19044/esj.2013.v9n31p... ) Brazil, CINAHL, VI	Know professors’ perception about the authentic leadership of their immediate leader and to verify if there is a difference between public and private organizations. N = 86 professors.	Descriptive and exploratory research. 1. ALQ.	The leader’s authenticity level is above the moderate level. Considering the type of school organization, private schools showed slightly higher values in the four domains analyzed.
Opatokun et al.(¹⁹19 Opatokun KA, Hasim CN, Hassan SSS. Authentic leadership in higher learning institution: a case study of International Islamic University Malaysia (IIUM). Int J Leadersh Stud [Internet]. 2013 [cited 2021 Nov 30];8(1):44-60. Available from: https://www.regent.edu/acad/global/publications/ijls/new/vol8iss1/4opatokun.pdf https://www.regent.edu/acad/global/publi... ) Malaysia, CINAHL, VI	Test whether the four domains are predictors of authentic leadership among directors. N = 214 administrative staff workers.	Case study. 1. ALQ.	The administrative staff rates directors’ authentic leadership as moderately high on all dimensions of authentic leadership.
Shapira-Lishchinsky(²⁰20 Shapira-Lishchinsky O. Simulations in nursing practice: toward authentic leadership. J Nurs Manag. 2014;22(1):60-9. https://doi.org/10.1111/j.1365-2834.2012.01426.x https://doi.org/10.1111/j.1365-2834.2012... ) Israel, Web of Science, VI	Explore the ethical decision-making of nurses in teamwork simulation, in order to identify the benefits of these simulations for the development of authentic leadership. N = 50 nurses.	Qualitative research. The study consisted of subdividing nurses into ten work groups, which participated in 50 teamwork simulation sessions lasting 45 minutes each.	The study highlighted the importance of incorporating simulations into nursing practice, such as simulating power conflicts and their resolutions, for the development of authentic leadership.
Shapira-Lishchinsky(²¹21 Shapira-Lishchinsky O. Toward Developing Authentic Leadership: Team-Based Simulations. J Sch Leadersh. 2014;24(5):979-1013. https://doi.org/10.1177/105268461402400506 https://doi.org/10.1177/1052684614024005... ) Israel, ERIC, VI	Identify whether educational leaders can develop authentic leadership through teamwork simulations with lived cases. N = 50 educational leaders.	Qualitative research. The study consisted of subdividing educational leaders into ten work groups, which participated in 50 teamwork simulation sessions lasting 45 minutes each.	The study encouraged the use of simulation in leadership programs to familiarize leaders with a variety of ethical issues and thus develop their authentic leadership.
Waite et al.(⁸8 Waite R, McKinney N, Smith-Glasgow ME, Meloy FA. The Embodiment of Authentic Leadership. J Prof Nurs. 2014;30(4):282-91. https://doi.org/10.1016/j.profnurs.2013.11.004 https://doi.org/10.1016/j.profnurs.2013.... ) USA, Scopus, VI	Develop/implement an authentic leadership course for nursing students. N = 18 students.	Quanti-qualitative research. They examined students’ knowledge of course content, specifically authentic leadership, before and after completion of the course.	Authentic leadership provided a solid framework for students to develop a repertoire of leadership skills and personal identity, contributing to the advancement of nursing practice.
Pavlovic(²²22 Pavlovic N. Authentic leadership in educational institutions. Int J Qual Res [Internet]. 2015 [cited 2021 Nov 30];9(2):309-22. Available from: http://ijqr.net/journal/v9-n2/10.pdf http://ijqr.net/journal/v9-n2/10.pdf... ) Serbia, Scopus, VI	Define the character of authentic leadership in educational institutions using the factors “communication”, “self-awareness”, “self-discovery” and “self-concept”. N = 227 directors.	Quantitative research. 1. ALQ.	Authentic leaders in educational institutions have a specific behavior, recognized through communication, self-awareness, self-discovery and self-concept.
Al-Moamary et al.(²³23 Al-Moamary MS, Al-Kadri HM, Tamim HM. Authentic leadership in a health sciences university. Med Teach. 2016;38(sup1):S19-25. https://doi.org/10.3109/0142159X.2016.1143092 https://doi.org/10.3109/0142159X.2016.11... ) Saudi Arabia, CINAHL, VI	Study authentic leadership characteristics among academic leaders at a health sciences university. N = 75 academic leaders.	Cross-sectional research. 1. ALQ.	Academic leaders` authentic leadership has shown consistency in all their dimensions, except transparency in relationships. The nursing course academic leaders had better scores in authentic leadership.
Srivastava and Dhar(²⁴24 Srivastava AP, Dhar RL. Authentic leadership for teacher’s academic optimism. Eur J Train Dev. 2016;40(5):321-44. https://doi.org/10.1108/EJTD-12-2015-0096 https://doi.org/10.1108/EJTD-12-2015-009... ) India, Scopus, VI	Analyze the impact of authentic leadership on academic optimism through mediation of affective commitment. N = 623 professors and 124 directors.	Descriptive quantitative research. 1. ALQ; 2. Affective behavior scale; 3. Academic optimism scale; 4. Training coverage scale.	Authentic leadership can indirectly influence academic optimism through the significant mediating effect of affective commitment.
Frederick et al.(²⁵25 Frederick HR, Wood JA “Andy,” West GR “Bud”, Winston BE. The effect of the accountability variables of responsibility, openness, and answerability on authentic leadership. J Res Christ Educ. 2016;25(3):302-16. https://doi.org/10.1080/10656219.2016.1237907 https://doi.org/10.1080/10656219.2016.12... ) USA, ERIC, VI	Examine whether the three factors (responsibility, openness, and response) can predict authentic leadership. N = 324 workers.	Cross-sectional quantitative study. 1. Demographic items questionnaire; 2. ALQ; 3. Leader Accountability Index.	Authentic leadership, responsibility, openness and response scales showed a high correlation between them. Strong predictive relationship with 82% variation.
Erkutlu and Chafra(²⁶26 Chafra J, Erkutlu H. Authentic leadership and organizational job embeddedness in higher education. Hacettepe Univ J Educ. 2017;32(2):1-1. https://doi.org/10.16986/HUJE.2016018528 https://doi.org/10.16986/HUJE.2016018528... ) Turkey, Web of Science, VI	Examine the relationship between authentic leadership and insertion into organizational work through mediation of psychological ownership and self-agreement. N = 1,193 professors and 13 deans.	Descriptive quantitative research, with random sampling by cluster. 1. ALQ; 2. Organizational work implementation; 3. Psychological ownership; 4. Perceived Locus of Causality Questionnaire	Authentic leadership was positively related to workers’ perceptions of psychological ownership and self-compliance; these, in turn, were positively related to job insertion.
Kotzé and Nel(²⁷27 Kotzé M, Nel P. Personal factor effects on authentic leadership. J Psychol Africa. 2017;27(1):47-53. https://doi.org/10.1080/14330237.2016.1268291 https://doi.org/10.1080/14330237.2016.12... ) South Africa, Scopus, VI	Relationship between authentic leadership and the personal factors of emotional intelligence, personality, cognitive ability and gender. N = 341 workers and future students.	Exploratory quantitative research, with convenience sampling. 1. ALQ; 2. Rahim Emotional Quotient Index (REQI); 3. Occupational Personality Questionnaire 32r (OPQ32r); 4. Verify Verbal Reasoning and Numeral Reasoning.	Findings suggest that one dimension of emotional intelligence (self-awareness) and four personality attributes (emotion control, appraisal, independence of mind, and adaptation) predict authentic leadership.
Adil and Kamal,(²⁸28 Adil A, Kamal A. Impact of perceived authentic leadership and psychological capital on burnout: mediating role of psychological ownership. Psychol Stud (Mysore). 2018;63(3):243-52. https://doi.org/10.1007/s12646-018-0446-x https://doi.org/10.1007/s12646-018-0446-... ) Pakistan, Scopus, VI	Explore the relationship of authentic leadership and psychological capital with Burnout through the mediation of promoting and preventive psychological ownership. N = 500 professors.	Correlational descriptive research. 1. Psychological Capital Questionnaire (PCQ); 2. ALQ; 3. Psychological Ownership Questionnaire (POQ); 4. Maslach Burnout Inventory (MBI-ES).	The promoting psychological ownership had a negative effect, while the preventive psychological ownership had a positive relationship with Burnout.
Aria et al.(¹⁰10 Aria A, Jafari P, Behifar M. Authentic leadership and teachers’ intention to stay: the mediating role of perceived organizational support and psychological capital. World J Educ. 2019;9(3):67. https://doi.org/10.5430/wje.v9n3p67 https://doi.org/10.5430/wje.v9n3p67... ) Iran, ERIC, VI	Analyze the relationship between authentic leadership and professors’ intention to stay at work, through the mediating effect of psychological capital and organizational support. N = 412 professors.	Exploratory quantitative research. 1. ALQ; 2. Perceived Organizational Support (POS); 3. PCQ; 4. Professors’ Intention to Stay at Work.	Authentic leadership influenced professors’ intention to stay at work, with the mediation effect of psychological capital and organizational support being significant.
Bahzar(⁶6 Bahzar M. Authentic Leadership in Madrassas: Asserting Islamic Values in Teacher Performance. J Soc Stud Educ Res [Internet]. 2019 [cited 2021 Sep 15];10(1);259-84. Available from: https://jsser.org/index.php/jsser/article/view/432/363 https://jsser.org/index.php/jsser/articl... ) Indonesia Scopus, VI	Examine authentic leadership practices in Islamic secondary schools and discuss leadership style for professor performance. N = 30 directors and 60 professors.	Cross-sectional, observational study. 01. ALQ. 02. Questionnaire developed by the researcher.	Authentic leadership is generally well implemented by directors. However, directors who hold master’s and/or doctoral degrees have higher levels of authentic leadership.
Hassan and Din(²⁹29 Hassan SIU, Din BH. The mediating effect of knowledge sharing among intrinsic motivation, high-performance work system and authentic leadership on university faculty members’ creativity. Manag Sci Lett. 2019;887-98. https://doi.org/10.5267/j.msl.2019.2.013 https://doi.org/10.5267/j.msl.2019.2.013... ) Malaysia, Scopus, VI	Investigate the relationship between intrinsic motivation, high performance work system and authentic leadership with creativity, through the mediation of knowledge sharing. N = 286 professors.	Exploratory quantitative research. 1. Employees’ creativity 2. Knowledge sharing; 3. Intrinsic motivation; 4. High performance work system; 5. ALQ.	Authentic leadership and the high-performance work system had a significant effect on creativity. Knowledge sharing only mediated the high-performance work system with creativity.
Ismail, Abdullah and Abdullah(³⁰30 Ismail SN, Abdullah AS, Abdullah AGK. The effect of school leaders’ authentic leadership on teachers’ job stress in the Eastern part of Peninsular Malaysia. Int J Instr. 2019;12(2):67-80. https://doi.org/10.29333/iji.2019.1225a https://doi.org/10.29333/iji.2019.1225a... ) Malaysia Scopus, VI	Determine the relationship and effect of authentic leadership of school leaders in relation to professors’ work stress. N = 330 professors.	Observational and cross-sectional study. 1. ALQ. 2. Teachers’ Work Stress (TWS).	There is a significant negative relationship between authentic leadership by school leaders and work stress by professors.
Saeed and Ali(³¹31 Saeed S, Ali R. Relationship between authentic leadership and classroom management in public and private sector universities. J Educ Educ Dev. 2019;6(1):171-87. https://doi.org/10.22555/joeed.v6i1.2041 https://doi.org/10.22555/joeed.v6i1.2041... ) Pakistan, ERIC, VI	Investigate authentic leadership of leaders and professors and measure the relationship between authentic leadership and classroom engagement. N = 12 deans, 195 directors, 350 supervisors and 410 professors.	Mixed methods approach. 1. ALQ; 2. In-depth interviews.	A significant average correlation was found between authentic leadership and involvement in the university classroom, and in the private sector this relationship is superior to the public sector.
Srivastava and Dhar(¹1 Srivastava AP, Dhar RL. Authentic Leadership and Extra Role Behavior: a School Based Integrated Model. Curr Psychol. 2019;38(3):684-97. https://doi.org/10.1007/s12144-017-9634-4 https://doi.org/10.1007/s12144-017-9634-... ) India, Scopus, VI	Analyze the effect of authentic leadership on behavior rule, through the mediation of academic optimism. N = 192 directors and 576 professors.	Random sampling technique to select a sample of professors and directors in elementary schools. 1. ALQ; 2. Affective behavior scale; 3. Academic optimism scale; 4. Training coverage scale.	Positive influence of authentic leadership on behavior rule through partial mediation of academic optimism.
Luu and Vo(³²32 Luu TT, Vo TT. Crafting study tasks among medical students: the role of authentic medical teachers. BMC Med Educ. 2020;20(1):430. https://doi.org/10.1186/s12909-020-02337-5 https://doi.org/10.1186/s12909-020-02337... ) Vietnam PubMed, VI	Examine the effects of authentic leadership of medical professors on task-making behaviors. N = 100 outpatient and 100 surgical tutorials.	Mixed methods approach. 1. ALQ; 2. Observation and interviews.	It provided empirical evidence that medical students guided by authentic professors express increased levels of elaboration of study tasks.
Soares, Lopes(³3 Soares AE, Lopes MP. Are your students safe to learn? the role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance. Act Learn High Educ. 2020;21(1):65-78. https://doi.org/10.1177/1469787417742023 https://doi.org/10.1177/1469787417742023... ) Portugal, ERIC, VI	Report the impact of authentic leadership, psychological safety, and the strengths of work relationships on academic performance. N = 199 students.	Observational and longitudinal study. Four forms of measurement were performed.	A positive impact of authentic leadership and professor psychological safety was found on academic performance.

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[1] Corresponding author: Andrea Bernardes E-mail: andreab@eerp.usp.br