Authentic leadership, perceived organizational support, and psychological capital: Implications for job performance in the education sector

The present study sifts the indirect role of psychological capital (PsyCap) in linking authentic leadership (AL) and job performance (JP). Furthermore, this study investigates the interplay of AL and perceived organizational support (POS) in PsyCap. We tested these assumptions through PROCESS macro with two sources of data collected from 350 employees and their respective colleagues working in education sector organizations in China. The study findings established that AL positively influences employee performance directly and indirectly through PsyCap. POS moderates the effects of AL on PsyCap such that this relationship gets more pronounced in individuals with high levels of POS. All organizations in the education sector can benefit from the current study's practical application. We recommend that firms create and implement these training programs to improve JP since AL is favorably correlated with JP. The organization should pick executives with a vision to encourage e-JP. To promote this behavior, firms can also hold management training seminars, conferences, and programs. Making performance a clear necessity within job criteria will encourage it among personnel. To achieve great results, top management and leadership must inform the workforce about the importance of authentic behavior in the workplace.

Automated summary

This study examines the indirect role of psychological capital (PsyCap) in connecting authentic leadership (AL) and job performance (JP). It also explores the interaction between AL and perceived organizational support (POS) in PsyCap. Findings show that AL has a positive impact on job performance both directly and through PsyCap. POS moderates the relationship between AL and PsyCap, with a stronger effect observed in individuals with higher levels of POS. This study has practical implications for all organizations in the education sector.