The Link between Authentic Leadership and Affective Commitment to Change: Teacher Psychological Capital as a Mediating Role in East Hararghe, Oromia, Ethiopia

The purpose of this study was to examine the link between authentic leadership practices and teachers' affective commitment to change, with psychological capital serving as a mediator. A quantitative research approach was used.  The study employed a descriptive survey design to achieve this objective. Out of a total population of 1386 teachers in 22 schools, a sample size of 302 teachers was chosen through systematic random sampling. Questionnaires were employed as data collection tools. Data were analyzed using descriptive and inferential statistics, which included percentages, means, tables, pie charts, and correlations. The results showed that teachers perceived school leaders as exhibiting a moderate level of authentic leadership. The findings also indicated that the authentic leadership practices of secondary school leaders had a strong and positive connection with teachers' emotional commitment to change. Additionally, a statistically significant link was found between authentic leadership practices and teachers' affective commitment to change. Teachers’ psychological capital acts as a key mediator in the link between authentic leadership practices and teachers' emotional commitment to change. In conclusion, the study shows a positive link between authentic leadership and teachers' emotional commitment to change in secondary schools, with psychological capital playing a key role. It was recommended that authentic leadership practices be integrated into the evaluation and professional development of school leaders to promote ongoing improvement. Educational policies should focus on developing these skills among secondary school leaders, emphasizing self-awareness and emotional regulation, while also boosting teachers' psychological capital to strengthen their commitment to change.