A Study On The Influence Of Teacher’s Authentic Leadership On Adolescent Students’ Psychological Capital

At present,China is undergoing a historic transition period from a country rich in human resources to one with profound human resources.How to develop and release the dividends of human capital is the most important task in our country.In addition to material capital,human capital,and social capital,researchers have found that psychological factors can also promote organizational development and thus achieve capital proliferation.Psychological capital is regarded as a new growth point in organizational development.It not only has an important impact on the economic field,but also plays a pivotal role in the education sector.Psychological capital highlights personal qualities of confidence,optimism,hope,and resilience.It completely discards of the subjective parochialism,and is of great significance for adolescents to remodel themselves.However,the reality is that young students in our country have long been under the high pressure of examination-oriented education.Psychological problems have become increasingly prominent and psychological capital is scarce.Some scholars have confirmed that teachers’ undesirable management can negatively affect students’ mental health.In terms of positive psychology and organizational behavior,teachers can have a demonstration effect on students through teaching ability and personal cultivation,and exert positive influence on their mental health.Some scholars have pointed out that the authentic leadership(AL)is positively related to employees’ psychological capital and can predict the innovative behavior of employees.Walumbwa(2015)defines authentic leadership as a pattern of leader behavior that draws upon and promotes both positive psychological capacities and a positive ethical climate,to foster greater self-awareness,an internalized moral perspective,balanced processing of information,and relational transparency on the part of leaders working with followers,fostering positive self-development.In that case,is there such a correlation between teachers and their students in the field of education? If so,to what extent and how will they be affected?Based on the above questions,the author selected S and D,two middle schools in two cities of Western China,as the case study samples,among which 12 teachers and 14 classes of students were drawn.A mixed method combining questionnaires and interviews was used to analyze the effect of teachers’ AL on students’ psychological capital.According to the data analysis,there are significant differences in students’ psychological capital regarding their age,school type,gender,grade,as well as the fact that whether they are the only child or not.With the control variates method applied,the paper concludes that the teachers’ AL behavior pattern has a positive and significant effect on students’ psychological capital.Among them,the self-awareness of AL teachers has a significantly positive impact on students’ hope,optimism and confidence.The teachers’ internal morality affects the cultivation of students’ resilience,while the transparent teacher-student relationship and balanced processing have a positive effect on students’ optimism and hope respectively.Combining the analysis of interviews,the author finds that the AL teachers feature an interdisciplinary leadership behavior pattern,and the impact on students’ psychological capital is a progressive process.Therefore,the cultivation of teachers’ leadership should focus on improving selfawareness and internalized morality,and aiming for the transition to “life teacher”.At the same time,teachers and students should establish the awareness of community and create an equal teacher-student relationship.In addition to self-cultivation,teachers should promote self-consciousness regaining with the help of their students and peers.Besides,teachers should pay more attention to the contract spirit and professional ethics in career morality construction.People from all walks of life should actively create a cultural atmosphere of “venerating teachers and respecting their talents,” and offer them compensation,benefits or rewards to affirm their achievements.