Assessing the Role of Authentic Leadership in Cultivating Teacher Empowerment in Sports

This research explored the correlation between genuine leadership in educational institutions and the empowerment of teachers. Our study focused on how teachers at a particular educational institution perceive and evaluate true leadership qualities, as well as the institution's efforts to promote teacher empowerment. The research used a mixed-methods methodology, which included the use of questionnaires and interviews to collect extensive data from instructors inside the university. The results indicated that teachers surveyed viewed the genuine leadership of their institution to have moderate degrees of self-awareness, relational transparency, balanced processing, and a strong moral code. This evaluation highlighted the need of implementing leadership development programs to enhance these qualities among school administrators. In addition, the study highlighted areas of concern pertaining to curriculum enhancement, teacher independence, inclusiveness, acknowledgment, administrative obstacles, work-life equilibrium, and professional growth. A significant association was found between genuine leadership and teacher empowerment, highlighting the need of fostering authentic leadership attributes among school administrators. The survey also emphasized the difficulties encountered by teacher-respondents, such as restricted independence, difficulty in promoting inclusion, insufficient acknowledgment, bureaucratic hindrances, work-life equilibrium problems, and inadequate possibilities for professional growth.