Exploring Authentic Leadership on Teachers Engagement and Performance: Narratives of Novice Teachers

ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 Exploring Authentic Leadership on Teachers Engagement and Performance: Narratives of Novice Teachers Michael B. Nardo Abstract. This study explored the lived experiences of novice teachers about the authentic leadership practices of their school heads and how such leadership influences their engagement and performance. Specifically, it aimed to understand how novice teachers perceive the impact of authentic leadership characterized by transparency, ethical guidance. Employing a phenomenological qualitative approach, data were gathered through semi-structured online interviews of the 6 participants and a focus group discussion 6 Participants. Thematic analysis was used to interpret the narratives of participants and draw out essential themes. Regarding the experiences of novice teachers with authentic leadership, positive themes emerged such as Supportive Leadership Builds Confidence and Motivation, highlighting how empathetic and consistent school leaders promote self-efficacy and dedication. In contrast, negative experiences were captured through the themes Inconsistency in Leadership Creates Uncertainty and Doubt and Limited Opportunities for Professional Growth Undermine Teacher Engagement. Next, the coping mechanisms employed by novice teachers in navigating leadership-related challenges. Emergent themes included Seeking Peer Support as a Vital Coping Mechanism, Adjusting Expectations and Embracing Professional Realities, and Emotional Toll and the Need for Support Systems. Finally, the study revealed key educational management insights from the experiences of novice teachers. These include Clear Communication and Consistent Administrative Practices as essential elements of effective school management, The Impact of Recognition and Feedback on Teacher Motivation, and Authentic Leadership Builds Trust and Teacher Confidence. KEY WORDS 1. Leadership 2. teacher engagement 3. novice teachers Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Authentic leadership significantly contributes to enhancing teachers’ engagement and performance by fostering a positive and supportive work environment. Leaders who are transparent, consistent, and ethical cultivate trust among their team, enabling teachers to collaborate effectively and actively participate in school initiatives. This type of leadership inspires and motivates teachers by aligning their values with organizational goals, leading to a stronger sense of purpose and commitment. Authentic leadership ensures that teachers find their work meaningful, driving both their engagement and their sustained performance. While existing NIJSE (2025) - research underscores the positive influence of authentic leadership on teachers’ engagement and performance, there remains a notable gap in understanding this dynamic within the context of novice teachers. For instance, a study conducted in Maryland’s K-12 educational settings demonstrated that principals exhibiting authentic leadership behaviors significantly enhanced teacher trust through personal identification. However, this research primarily focused on experienced educators, leaving the experiences and challenges of novice teachers underexplored. Given that novice teachers often face unique hurdles during their initial years, it is crucial to investigate how authentic leadership specifically impacts their engagement and performance. (Hill 2020) While research in the UAE has emphasized the role of leadership in enhancing educational outcomes, there is limited focus on the intersection of authentic leadership and the distinct cultural and professional challenges faced by novice teachers. The UAE’s diverse educational landscape, characterized by a multicultural workforce and rapidly evolving educational reforms, presents unique conditions that may influence the effectiveness of authentic leadership. (Kumar 2021) The study titled ”Authentic Leadership and Employee Engagement in India” by Singh (2020) explored the effects of authentic leadership on employees’ engagement and job satisfaction within the public sector. The findings revealed that authentic leadership positively impacted employee engagement, fostering a sense of trust, transparency, and alignment with organizational values. The study also presented notable gaps. It did not consider the experiences of novice employees or address the unique challenges faced by early-career professionals, such as adjusting to workplace culture or overcoming initial performance pressures. (Singh 2021) One major issue in the Philippine educational system is the limited availability of leadership training that focuses specifically on authentic leadership. Without proper training, school heads may struggle to implement authentic leadership effectively, which in turn affects their ability to engage students and enhance academic achievement. School heads often rely on top-down leadership approaches that prioritize policy compliance over relational leadership, which can create a disconnect between leaders and their school communities (Baranda, 2020). For instance, school heads in Western Visayas struggle to balance relational transparency with the demands of accountability systems, limiting their ability to authentically engage with both teachers and staff. This may create environments where teachers feel disconnected from their leaders and less motivated to participate in school related activities. Schools need leadership programs that incorporate authentic leadership principles to develop leaders who can positively influence positive relationships and improvement. (De Leon, 2021) A recent study in Central Luzon assessed the influence of authentic leadership and organizational commitment on organizational citizenship behavior among college teachers in the Philippines. This research did not focus on the basic education sector or the unique context of Central Luzon. Addressing this gap could provide valuable insights for educational leaders in the region aiming to enhance teacher engagement and performance through authentic leadership practices. (Gregorio 2019) Despite the recognized benefits of authentic leadership in education, there is limited understanding of its specific impact on novice teachers’ engagement and performance within the Division of Davao Occidental. Existing studies in the region have primarily focused on general leadership practices and their effects on teacher performance, overlooking the unique challenges and experiences faced by early-career educators. This gap is particularly significant, as novice teachers often require tailored support to navigate their formative years in the profession. This is why I decided to pursue this study, to explore how au2ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - thentic leadership can influence the engagement and performance of novice teachers in this locality. By addressing this gap, I aim to provide valuable insights for educational leaders in fostering a supportive environment that enhances teacher retention and professional growth 1.1. Purpose of the Study—The study aimed to explore teachers’ experiences regarding the impact of authentic leadership on their engagement and performance, particularly focusing on novice teachers in the context of Davao Occidental. This investigation is timely and relevant, as it provides insights into how leadership styles influence teachers’ ability to adapt and thrive in dynamic educational environments, including those shaped by the challenges of a global pandemic. The findings could benefit school administrators by offering researchbased data to support initiatives for motivating and providing technical assistance to teachers, thereby enhancing their authentic leadership practices. 1.2. Research Questions—The primary research questions of this study are the following: (1) W hat are the experiences of novice teachers on the authentic leadership of school heads? (2) H ow do they cope with the challenges encountered on the authentic leadership of school heads? (3) W hat educational management insights are gained from the experiences of novice teachers? 1.3. Definition of Terms— 1.4. Significant of the Study—This study would be significant to the following: Students Can enhance students’ learning experiences by fostering a supportive and motivating classroom environment, leading to improved academic performance. When teachers demonstrate authentic leadership, students benefit from increased engagement, trust, and a stronger sense of community in the classroom. Teachers For them to improve the teaching-learning by giving authentic leadership they needed to cultivate empathy and prosocial behavior of the learners. School Administrators Data gathered may serve as research-based information that will be of use in motivating and giving technical assistance to teachers in an authentic leadership given to students including its challenges and opportunities. DepEd Officials The findings of this study may serve as an empirical basis for education officials to come up with new programs related to improving student engagement and achievement. Stakeholders The community is the best recipient of new normal innovations in the institution. Data gathered from this research may serve as a good basis for stakeholders to help improve the organizational changes of the school. Future Researchers The results generated from this research may provide comprehensive data for conducting future research with similar or relevant scope. This is additional empirical data for an efficient learning process. 1.5. Theoretical Lens— 3ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - This study is anchored on the Authentic Leadership theory by Bill George.in his book titled Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value, which was published in 2003. Authentic leadership is a type of management style in which people act in a real, genuine, and sincere way that is true to who they are as individuals. Proponents of authentic leadership say this type of leader is best positioned to inspire trust, loyalty, and strong performance from employees. The belief that authentic leaders produce good – and sometimes the best – results is a longstanding idea that has been documented as part of modern management studies for at least two decades. However, this leadership philosophy has not always been identified specifically using the term authentic leadership, as its roots trace back thousands of years. Authentic leadership theory is a leadership approach that emphasizes the importance of leaders being genuine, self-aware, and transparent in their interactions with others. This theory suggests that authentic leaders are guided by their core values, beliefs, and principles, and they strive to act in alignment with these values in their leadership practices. The concept of authentic leadership was first proposed by Bill George, a former CEO of Medtronic and a Harvard Business School professor, in his book ”Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value.” According to George, authentic leaders demonstrate the following characteristics: Self-awareness: Authentic leaders have a deep understanding of their strengths, weaknesses, values, and beliefs. They are introspective and reflective, continuously seeking to understand themselves and their impact on others. Relational transparency: Authentic leaders are open, honest, and transparent in their relationships with others. They communicate openly, share their thoughts and feelings, and build trust through authenticity and vulnerability. Balanced processing: Authentic leaders approach decision-making with fairness and objectivity. They seek input from others, consider diverse perspectives, and make decisions based on a balanced assessment of information and viewpoints. Internalized moral perspective: Authentic leaders are guided by a strong sense of ethics and morality. They have a clear understanding of right and wrong and are committed to upholding ethical principles in their actions and decisions. Authentic behavior: Authentic leaders are genuine and true to themselves. They do not try to be someone they are not or conform to others’ expectations. Instead, they are comfortable being authentic and expressing their true selves. Authentic leadership theory suggests that when leaders demonstrate these characteristics, they can inspire trust, foster engagement, and cultivate positive organizational outcomes. Authentic leaders are seen as credible and trustworthy, and they can build strong relationships with their followers based on mutual respect and authenticity. Authentic leadership theory has gained prominence in recent years as organizations seek to develop leaders who can navigate complex challenges, inspire others, and create cultures of authenticity and trust. Research has shown that authentic leadership is associated with various positive outcomes, including employee satisfaction, organizational commitment, and performance. Overall, authentic leadership theory highlights the importance of leaders being true to themselves and their values, fostering genuine relationships, and leading with integrity and authenticity. By embodying these principles, leaders can create positive and meaningful impacts on their organizations and the people they lead. There are another theories that would also help and anchored on the study these are one is Transformational leadership theory, first introduced by James Burns in 1978 and later expanded by Bernard Bass, is a leadership style that emphasizes inspiring and motivating followers to achieve higher levels of performance by appealing to their values, be4ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - liefs, and sense of purpose. This theory suggests that transformational leaders focus on creating a vision for the future and encouraging their followers to embrace that vision with enthusiasm and commitment. Transformational leaders engage with their followers in ways that foster personal growth, creativity, and innovation, which ultimately leads to achieving greater organizational goals. These leaders are known for their ability to provide intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence, creating an environment where followers are encouraged to exceed expectations and strive for excellence. This leadership approach is highly relevant to the education sector, where transformational leaders can inspire students and teachers alike. When applied in schools, transformational leadership can help foster an environment where educators feel motivated to innovate in their teaching methods, thereby improving the overall quality of education. Furthermore, by motivating teachers and students to align with the school’s vision and values, transformational leaders create a more engaged and passionate school community. The positive impact on teachers’ motivation and development leads to enhanced student outcomes, fostering a sense of ownership and responsibility in the classroom. Transformational leadership is particularly effective in bringing about change and creating lasting improvements in educational institutions, contributing to both personal and professional growth among educators. Another is, Servant leadership, a term popularized by Robert K. Greenleaf in 1970, centers around the idea that the primary role of a leader is to serve others. Unlike traditional leadership models that focus on power and authority, servant leadership emphasizes empathy, listening, and the well-being of others. A servant leader prioritizes the growth and development of their team, placing the needs of others above their own. This leadership style is based on the belief that by nurturing and empowering others, leaders create environments in which individuals can thrive and reach their full potential. The core principles of servant leadership include empathy, stewardship, healing, and persuasion, rather than control, authority, and dominance. By promoting a culture of service, servant leaders are able to build strong, collaborative teams, cultivate trust, and lead by example. In the educational context, servant leadership plays a critical role in fostering an inclusive, supportive, and empowering learning environment. Teachers who adopt servant leadership principles are better equipped to prioritize the needs of their students, focusing on their emotional, academic, and social development. By leading with empathy and a commitment to service, these educators create classrooms where students feel valued, respected, and supported. Servant leadership also encourages collaboration among educators, school staff, and students, enhancing the overall sense of community within the school. Through this approach, teachers can better address the diverse needs of their students, create a positive school culture, and inspire others to lead with compassion and integrity. Servant leadership in education is particularly powerful in promoting social responsibility, empathy, and ethical decision-making among students, helping to shape not only academic achievers but also compassionate, responsible individuals. Figure 1 highlights three interconnected aspects related to the study on authentic leadership and its impact on student engagement and achievement from the perspective of school heads. The first circle focuses on the **perception of school heads** regarding how authentic leadership influences student engagement and achievement. This suggests that school heads’ understanding of their leadership style, including how transparency, ethical leadership, and building genuine relationships influence classroom dynamics, is critical. Their perceptions are vital as they directly shape how leadership strategies are implemented in the school context. The second 5ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework circle refers to the challenges encountered by school heads in applying authentic leadership in the classroom. This overlaps with the first area because the perception of school heads is influenced by the practical hurdles they face, such as resource constraints, bureaucratic limitations, or cultural barriers. These challenges can hinder the effective application of authentic leadership and limit its positive impact on student engagement and achievement. The overlap indicates that the challenges school heads face need to be addressed to maximize the potential benefits of authentic leadership. 2. Methodology This chapter of the study presents the method, research participants, data collection, role of the researcher, data analysis, trustworthiness of the study, and ethical considerations. Exploring facts and knowledge in this study necessitates the consequent design and implementation as elaborated in this chapter. 2.1. Philosophical Assumptions—The philosophical assumption is a framework used to collect, analyze, and interpret the data collected in a specific field of study. It established the background used for the following conclusions and decisions. Typical philosophical assumptions have different types which are elaborated below. Ontology This part of the research pertains to how the issue relates to the nature of reality. According to Creswell (2013), reality is subjective and multiple as seen by participants in the study. The ontological issue addresses the nature of reality for the qualitative researcher. The reality was constructed by individuals involved in the research situation. Thus, multiple realities exist, such as the realities of the researcher, those of individuals being investigated, and those of the reader or audiences interpreting the study In this study, the researcher relied on voices and interpretations of the participants through extensive quotes, and themes that reflected their 6ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - words and provided evidence of different perspectives. The answers of the participants to the study were coded and analyzed to build and construct the commonality and discreteness of responses. It is made sure that the responses of the participants were carefully coded to ensure the reliability of the result. The researcher upheld the authenticity of the responses and precluded making personal bias as the study progressed. Epistemology This refers to the awareness of how knowledge claims are justified by staying as close to the participants as possible during the study to obtain firsthand information. Guba and Lincoln as cited by Creswell (2019) state that on the epistemological assumption, the researcher attempted to lessen the distance between himself or herself from the participants. He suggests that being a researcher he or she collaborates, spends time in the field with participants, and becomes an ‘insider’. It is assumed that there is an establishment of close interaction with the participants to gain direct information that would shed light on the knowledge behind the inquiry. Axiology It refers to the role of values in research. Creswell (2019) avers that the role of values in a study is significant. Axiology suggests that the researcher openly discusses values that shape the narrative and includes their interpretation in conjunction with the interpretation of participants. Upholding the dignity and value of every detail of information obtained from the participants was ensured by the researcher. The researcher understands the personal and valueladen nature of the information gathered from the study. Therefore, the researcher preserved the merit of the participants’ answers and carefully interpreted the answers in the light of the participants’ interpretation. Rhetoric It means reporting what reality was through the eyes of the research participants. This was important because it meant that the research would report objectively on what was observed and heard from the participants. The research used personal voice and qualitative terms such as credibility, transferability, dependability, and conformability instead of internal and external validity and objectivity. Patton (2020) defined phenomenology as an inquiry that asks the question, what is the structure and essence of the experience of his phenomenon for these people? The goal of this research study worked well with this definition in trying to understand the experiences of teachers on their attitudes in teaching elementary learners such as positive, and strong-willed. Guba (2019) pointed out that the researcher needs to prepare for an investigation that is greater in both depth and breadth than the offered description implied. He suggested information be viewed as only the tip of the iceberg. 2.2. Qualitative Assumptions—The methodology is different from the method. The methodology is a creative and responsive approach to understanding questions and subject matter while the method refers to the exact knowledge and procedure (Gerodias, 2019). In this study, the experiences of the non-teaching personnel will be explored, particularly amongst the ten (10) School Heads in Sta. Maria East District, Davao Occidental Division. The researcher’s drive to know the deeper meaning of their experiences became the basis for doing qualitative research, a means which Kalof and Dietz (2019), as cited from Gerodias, (2019) considered helpful in looking for “meanings and motivations that underline cultural symbols, personal experiences and phenomena”. By using phenomenology, this need was hoped to be 7ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - addressed by bringing the stories of the floating teachers in a manner that, as David (2020) wrote, the themes, symbols, and meaning of the experiences will be presented. Phenomenological research is based on two premises. The first is that experience is a valid, rich, and rewarding source of knowledge. According to Becker (2019), as cited in Morrissey Higgs, (2006), that experience is a source of knowledge and shapes one’s behavior. From the definition, human experience is viewed as a cornerstone of knowledge about human phenomena and not as an unreliable source. The second premise of phenomenological research lies in the view that the everyday world is a valuable and productive source of knowledge, and that we can learn much about ourselves and reap key insights into the nature of an event by analyzing how it occurs in our daily lives (Morrissey Higgs, 2019). By doing phenomenology which is concerned with the “what” and the “how” (Moustakas, 2019), the researcher projected that the subjective experiences, challenges, and coping mechanisms of the physical education teachers were explored and insights were drawn as the basis for the possible future researches and policy analysis concerning this research. 2.3. Design and Procedure—This study employed a qualitative approach to research specifically a phenomenological research design. According to Creswell, (2019), phenomenology is an approach to qualitative research that focuses on the commonality of lived experiences within a particular group. The fundamental goal of the approach is to arrive at a description of the nature of the particular phenomenon. Typically, interviews were conducted with a group of individuals who have first-hand knowledge of an event, situation, or experience. Other forms of data such as documents, observations, and art were also used. The data were read and reread and were culled for phrases and themes that were grouped into clusters of meanings. Through this process, the researcher was able to construct the universal meaning of the event, situation, or experience and arrive at a more profound understanding of the phenomenon. Moreover, Maxwell (2019) also added that with its roots in philosophy, psychology, and education, phenomenology attempt to extract the purest, untainted data, and in some interpretations of the approach, bracketing were used by the researcher to document personal experiences with the subject to help remove him or herself from the process. One method of bracketing is taking notes. According to Corbetta (2023), the phenomenological research design is a qualitative type of research for which interviews provide an in-depth method that can grant access to deep knowledge and explanations and help grasp the subjects’ perspective. Creswell, (2019) also claimed that interviews are primarily done in qualitative research and occur when researchers ask one or more participants general, open-ended questions and record their answers. Often audio tapes were utilized to allow more consistent transcription. Interviews are also useful to follow up with individual respondents after questionnaires, such as to further investigate their responses. In qualitative research, interviews were used to pursue the meanings of central themes in the world of their subjects. The main task in doing interviews is to understand the meaning of what the interviewees say (McNamara, 2020). Withal, based on the statements of Quad (2019), the researcher transcribed and typed the data into a computer file, to analyze it after interviewing. Interviews particularly be useful for uncovering the story behind a participant’s experiences and pursuing in-depth information about a topic. The researcher collected data, typically via long interviews, from individuals who have expe8ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - rienced the phenomenon under investigation. Next, the data analysis involved triangulation that extracted significant statements from the transcribed interviews. The significant statements were transformed into clusters of meanings according to how each statement fell under specific psychological and phenomenological concepts. Moreover, these transformations were tied up together to make a general description of the experience both the textural description of what was experienced and the structural description of how it was experienced. The researcher incorporated his or her meaning of the experiences here. Finally, the report was written such that readers understand better the essential, invariant structure of the essence of the experience. Conversely, several challenges have been pointed out. The researcher required a solid grounding in the philosophical guidelines of phenomenology. The subjects that were selected for the study were individuals who have experienced the phenomenon. The researcher needed to bracket his or her own experiences and observations, which would be difficult to do. The researcher also needed to decide how and when his or her observations be incorporated into the study. Epistemologically, phenomenological approaches are based on the paradigm of personal knowledge and subjectivity and emphasize the importance of personal perspective and interpretation. As such they were powerful tools for understanding subjective experience, gaining insights into people’s motivations and actions, and cutting through the cluster of taken-for-granted assumptions and conventional wisdom Since the focus of this study is to explore the non-teaching personnel’s perception and feelings towards the school environment and the perspectives on the new normal innovations, the researcher intended to employ the phenomenology type of qualitative method research. 2.4. Research Participants—The participants of this study are 12 novice teachers with at least 3 years of teaching experience in the Sta. Maria East District, Davao Occidental Division. These teachers were selected based on the following inclusion criteria: a. must be a novice teacher with at least 3 years of teaching experience, b. must be currently employed in the Sta. Maria East District, Davao Occidental Division, c. must have been in service for at least 3 years to ensure that their insights reflect the early stages of their professional journey, d. must be willing to participate in the study and share their experiences. To identify suitable participants, the study employed a purposive sampling design, wherein individuals were chosen based on predefined criteria relevant to the research objectives (Creswell, 2019). This approach, also referred to as judgmental, selective, or subjective sampling, allows the researcher to deliberately select participants who can provide rich, meaningful narratives on the influence of authentic leadership on teacher engagement and performance. The purposeful selection of participants ensures that the findings are authentic, contextually grounded, and aligned with the study’s goals (Marshall, 2019). The participants will be split into two groups: one for InDepth Interviews (IDI) and the other for Focus Group Discussions (FGD). The IDI group will consist of 6 participants, while the FGD group will include 6 participants. This balanced division enables in-depth individual exploration and dynamic group discussions. Furthermore, the researcher acknowledges the responsibility to uncover, transfer, and utilize knowledge for the benefit of educational institutions, particularly in enhancing leadership practices that support novice teachers’ growth and performance. 2.5. Ethical Considerations— 9ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - practice, and develop a sense of agency, critical components for professional identity formation and job satisfaction. 3.1.2. Inconsistency in Leadership Creates Uncertainty and Doubt—While some novice teachers benefited from supportive leadership, others shared experiences where the authenticity of their school heads appeared inconsistent or situational. These inconsistencies were reflected in behaviors such as showing favoritism, delivering vague or conflicting messages, and failing to follow through on promises or feedback. As a result, novice teachers were often left confused about their responsibilities and the expectations placed upon them. The lack of consistent guidance made it difficult for them to build trust in their leaders, especially when they saw unequal treatment among staff or when feedback seemed dependent on mood or preference rather than on professional standards. This type of leadership inconsistency created an environment filled with uncertainty and self-doubt. Several novice teachers expressed feelings of hesitation when making decisions or initiating communication with their school heads, unsure if they would be met with support or criticism. Others questioned the sincerity of the encouragement they received, perceiving it as superficial or selectively given. Such ambiguity undermined their confidence and made them feel isolated in their efforts to grow professionally. Rather than focusing on improving their craft, they became preoccupied with navigating inconsistent leadership dynamics, which hindered both motivation and performance. The experiences shared by novice teachers in Theme 2 highlight how inconsistencies in the authentic leadership of school heads can lead to confusion, mistrust, and reduced confidence. When leaders show variable behaviors such as fluctuating moods, unclear or contradictory instructions, and perceived favoritism novice teachers struggle to navigate their roles with clarity and assurance. This unpredictability creates emotional stress and hesitancy, inhibiting teachers’ willingness to communicate openly or fully engage in their professional responsibilities. Such negative experiences contrast sharply with the supportive environments that novice teachers need to thrive and develop a strong professional identity. Authentic leadership requires consistent demonstration of transparency, ethical standards, and relational trust to be effective (Avolio Gardner, 2024). When these core dimensions are compromised through inconsistent behaviors or unfair practices, the psychological safety that authentic leaders are meant to cultivate diminishes. Research shows that novice teachers are particularly vulnerable to leadership inconsistencies because they depend heavily on clear guidance and stable support to build confidence and competence (Gardiner, 2021). Unpredictable leadership undermines trust, which is foundational for teacher engagement and motivation (Tschannen-Moran, 2023). Without consistent communication and fairness, novice teachers may experience increased anxiety and self-doubt, negatively impacting their instructional performance and willingness to seek professional growth opportunities (Nguni, Sleegers, Denessen, 2022). Moreover, such environments can lead to emotional exhaustion and early attrition, exacerbating challenges in teacher retention (Ingersoll, 2021). Thus, the literature reinforces that authentic leadership must go beyond positive intentions and manifest as dependable, fair, and transparent actions to support novice teachers effectively. 3.1.3. Limited Opportunities for Professional Growth Undermine Teacher Engagement—Several novice teachers expressed frustration over the limited opportunities for professional growth and development within their schools. While authentic leadership ideally emphasizes empowerment and continuous learning, some school heads did not actively promote or facilitate access to meaningful training programs, workshops, or skill-building activities. For 16 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - these novice teachers, the absence of structured and accessible professional development created a sense of stagnation. They felt that despite their eagerness to improve and advance, the lack of available resources and support limited their ability to do so. This gap in leadership focus on growth opportunities made many question their potential career trajectory within their current schools. Moreover, the scarcity of clear pathways for career advancement or leadership roles left novice teachers feeling undervalued and overlooked. Without visible prospects for growth or recognition beyond their daily tasks, motivation declined and engagement waned. Novice teachers often equated professional growth opportunities with their school leaders’ investment in their future, so when such opportunities were absent or poorly communicated, it signaled a lack of genuine support. This disconnect contributed to feelings of discouragement and detachment, which not only affected their current performance but also influenced their long-term commitment to the teaching profession. The narratives of novice teachers reveal a significant challenge when authentic leadership fails to translate into concrete opportunities for professional growth. Despite the theoretical promise of authentic leadership to empower and develop followers, many novice teachers feel stagnant and undervalued when school heads do not actively facilitate or communicate pathways for skill enhancement and career advancement. This gap diminishes motivation, lowers engagement, and can potentially hinder early career development. For novice teachers, opportunities to learn, grow, and contribute meaningfully are critical for fostering a sense of belonging and professional identity, which authentic leaders should intentionally nurture. Authentic leadership is widely recognized for its potential to foster empowerment, trust, and professional development among followers (Walumbwa et al., 2023). The model emphasizes not only ethical and transparent behavior but also the importance of supporting followers’ growth and facilitating an environment conducive to learning and self-improvement (Avolio Gardner, 2024). When leaders actively invest in their teachers’ development, they strengthen engagement and promote a culture of continuous improvement (Khan et al., 2019). However, research indicates that novice teachers often face barriers to professional growth due to insufficient leadership support (Ingersoll Strong, 2021). Lack of access to meaningful training, mentorship, and leadership opportunities can lead to feelings of stagnation, frustration, and disengagement (Nguni, Sleegers, Denessen, 2021). Authentic leadership, when inconsistently applied or lacking in developmental focus, fails to meet these critical needs, undermining its positive impact on teacher retention and performance (Gardiner, 2021). Therefore, for authentic leadership to effectively enhance novice teachers’ engagement and performance, it must include deliberate and structured efforts to provide professional growth opportunities, signaling value and investment in teachers’ futures. Figure 3. The study explores the experiences of novice teachers regarding the authentic leadership of school heads, highlighting both positive and challenging aspects. On the positive side, supportive leadership significantly boosts teachers’ confidence and motivation, creating a nurturing environment for professional development. However, challenges arise when leadership is inconsistent, leading to uncertainty and doubt among teachers, which can hinder their performance. Additionally, limited opportunities for professional growth further undermine teacher engagement, suggesting that school heads must prioritize consistency and invest in developmental initiatives to retain and empower new educators. Overall, the findings underscore the critical role of authentic leadership in shaping novice teachers’ experiences and success in the educational setting. 17 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - Fig. 3. The Experiences of Novice Teachers on the Authentic Leadership of School Heads 3.2. Novice Teachers Coping with the Challenges Encountered on the Authentic Leadership of School Heads—Navigating the complexities of authentic leadership styles, novice teachers encounter both supportive and challenging situations that impact their professional and emotional well-being. This section explores the various coping mechanisms employed by novice teachers as they adapt to the realities of their school heads’ leadership approaches. Understanding these strategies provides insight into how novice teachers sustain their motivation, manage stress, and continue to engage effectively despite challenges related to leadership inconsistencies, communication barriers, or limited growth opportunities. 3.2.1. Seeking Peer Support from Co-Teachers—Novice teachers frequently turn to their peers as an essential source of support when navigating the complexities of their early teaching careers, especially in contexts where school leadership may be inconsistent or unclear. The camaraderie among colleagues provides not only emotional comfort but also practical insights that help teachers cope with daily challenges. By sharing experiences, frustrations, and strategies, novice teachers build a network of solidarity that fosters resilience and reduces feelings of isolation. This peer support becomes particularly crucial when authentic leadership from school heads is lacking or insufficient. Collaborative problem-solving among teachers creates a safe space where uncertainties can be addressed collectively, and innovative solutions can emerge. In this way, peer relationships act as a buffer against stress, empowering novice teachers to maintain motivation and confidence despite external leadership challenges. The responses reveal that peer support plays a crucial role in how novice teachers cope with the challenges posed by authentic leadership styles of school heads. Novice teachers find solace, encouragement, and practical advice through their colleagues, creating a collaborative and empathetic environment that eases the pressures of leadership inconsistencies. This collective 18 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - support helps buffer stress, provides emotional validation, and fosters a sense of belonging, which is essential for sustaining motivation and engagement in the early stages of their teaching careers. The shared experiences and mutual understanding among peers allow novice teachers to navigate complex leadership dynamics more effectively, enhancing their resilience and professional growth. Recent studies underscore the importance of peer support as a coping mechanism among novice teachers facing leadership challenges. According to Smith and Ingersoll (2020), social support from colleagues significantly reduces job-related stress and burnout among early-career teachers by providing emotional and instrumental resources. Likewise, Johnson et al. (2021) emphasize that collaborative professional communities foster a positive school climate, enabling novice teachers to share strategies, reflect on experiences, and collectively problem-solve leadership-related issues. Moreover, research by Lee and Gong (2022) highlights how peer networks serve as a buffer against the uncertainties of leadership transition and varying leadership styles, promoting teacher well-being and job satisfaction. This aligns with findings from Garcia and Kim (2023), who found that novice teachers who actively engage in peer support report higher levels of resilience and commitment to their profession despite leadership challenges. Overall, these studies validate the participants’ experiences, confirming that peer support is not only a natural coping strategy but also an effective one that enhances novice teachers’ ability to adapt and thrive in complex leadership environments. 3.2.2. Adjusting Expectations and Embracing Professional Growth—Novice teachers often find themselves needing to recalibrate their expectations when faced with inconsistent or unsupportive leadership. Instead of dwelling on unmet expectations from their school heads, many teachers choose to adapt by shifting their focus inward—toward self-improvement and professional development. This conscious decision to manage expectations becomes a key coping strategy, allowing them to maintain a sense of agency and control in an environment where leadership guidance may be lacking. By doing so, they are able to protect their emotional well-being and continue finding purpose in their work. Embracing this growthoriented mindset empowers novice teachers to seek out learning opportunities on their own, such as observing peers, participating in external training, or engaging in self-directed study. Even in the absence of strong mentorship, these teachers remain committed to enhancing their teaching practices and becoming more effective educators. Rather than allowing leadership shortcomings to discourage them, they reframe these challenges as opportunities to develop resilience, independence, and a stronger sense of professional identity. This proactive approach not only sustains their motivation but also fosters long-term dedication to the teaching profession. Novice teachers who encounter inconsistent or unclear leadership often respond by shifting their internal expectations and embracing self-directed professional development. Rather than relying solely on school heads for guidance and validation, these educators recalibrate their approach—focusing on self-improvement, resilience, and learning from experience. This adaptive mindset helps mitigate emotional strain, sustain motivation, and maintain professional integrity. The narratives suggest a form of personal empowerment. Teachers are not dismissive of leadership roles but recognize the need to navigate around their imperfections. By anchoring their growth to intrinsic motivation and reflective practice, they demonstrate agency, maturity, and emotional intelligence—qualities critical for career longevity and job satisfaction in the teaching profession. Recent literature supports the idea that when faced with challenging leadership dynamics, novice teachers benefit from adopting 19 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - a growth mindset and investing in their own development. According to Torres and Weiner (2020), teachers who practice reflective teaching and independent goal setting tend to demonstrate stronger resilience and adaptability, especially when administrative leadership is inconsistent or lacks mentorship quality. Similarly, a study by Castro et al. (2021) highlighted that novice educators who focus on internal motivation and autonomous learning tend to persist in the profession despite unfavorable conditions. These teachers seek alternative ways to learn, including peer feedback, self-evaluation, and online professional learning communities. In a related study, Habibi and Ghani (2023) emphasized that the ability to self-regulate one’s expectations of leadership leads to greater job satisfaction and professional efficacy. Instead of feeling disillusioned by the lack of clear guidance, these teachers focus on skills they can control—such as classroom management, curriculum planning, and emotional regulation. Finally, a more recent work by Lee and Salazar (2024) found that reframing challenges as growth opportunities helps novice teachers build long-term coping strategies, even in schools with fluctuating leadership approaches. This proactive coping not only reduces stress but also enhances long-term career commitment. 3.2.3. Establishing Emotional Support Systems—When leaders fail to provide consistent guidance, recognition, or emotional support, novice teachers are left to navigate the complexities of their roles in isolation. The lack of direction and meaningful interaction often leads to heightened stress, anxiety, and confusion about their professional responsibilities. Without affirmation or a sense of belonging, teachers struggle to find confidence in their abilities, which undermines both their performance and their overall well-being. The emotional exhaustion experienced by novice teachers is deeply rooted in the absence of trust, relational transparency, and value-driven leadership. When school leaders do not model openness or invest in building genuine relationships, teachers feel disconnected and unsupported. This contributes to persistent feelings of self-doubt, frustration, and mental fatigue, especially during critical periods of adjustment in the first few years of teaching. Over time, the cumulative effect of these experiences can lead to disengagement or even burnout. These findings highlight the urgent need for comprehensive support systems—both institutional and interpersonal—that prioritize the emotional and psychological health of novice educators. The responses gathered under this theme reveal a consistent emotional strain experienced by novice teachers in the absence of authentic leadership. Participants shared that without clear direction, emotional support, or validation from their school heads, they often felt overwhelmed, isolated, and mentally exhausted. The metaphor of “a ship with no captain” (Participant 11) highlights the destabilizing impact of unclear leadership, while others expressed a growing sense of burnout due to unacknowledged efforts and perceived neglect (Participant 3). Notably, when teachers sense a lack of psychological safety, they tend to seek support not from leaders, but from peers (Participant 8). This behavior demonstrates a shift in relational trust away from leadership, which can lead to fractured communication and decreased engagement. Teachers who feel unseen and unheard are more vulnerable to questioning their professional calling, which threatens retention and long-term development. The narratives make it clear that authentic leadership is not only about guiding tasks, but more importantly, about being emotionally present, validating, and dependable. The emotional toll experienced by these novice teachers underscores the vital need for school leaders to be both compassionate and responsive, especially during the formative years of teaching. Recent research supports these observations. Authentic leadership is closely linked 20 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - Fig. 4. Coping with the challenges they encounter in relation to the authentic leadership of school heads to psychological well-being and job satisfaction in educational settings. In their study, Malik and Dhar (2021) found that authentic leadership significantly reduces emotional exhaustion among teachers by fostering trust and psychological safety. When leaders model transparency and consistency, they contribute to a work climate where teachers feel supported and valued. Similarly, Wu and Parker (2022) emphasized the role of supportive leadership in reducing teacher burnout and enhancing professional identity among early-career educators. When teachers experience relational disconnect or emotional neglect from school heads, the consequences often include increased stress, decreased morale, and higher attrition rates. A study by Aguila and Estrella (2020) within the Philippine context highlighted that novice teachers thrive best when school heads actively provide mentoring, recognize contributions, and foster a culture of empathy. The lack of these factors leads to what they described as “silent resignation,” where teachers stay physically present but emotionally disengaged. Collectively, the literature affirms that leadership styles lacking in authenticity contribute to negative emotional experiences among teachers. Therefore, a strong support system anchored in authentic leadership principles—trust, empathy, and genuine recognition—is essential to sustain teacher engagement and performance. Figure 4. The study examines how novice teachers cope with challenges tied to the authentic leadership of school heads, revealing key strategies and emotional impacts. Many teachers turn to peer support as a crucial coping mechanism, relying on colleagues for advice and solidarity. However, the emotional toll of inconsistent or unsupportive leadership highlights the need for stronger support systems, such as mentorship programs or counseling. Additionally, some teachers adapt by adjusting their expectations and focusing on personal growth, embracing the realities of their professional environment. These findings emphasize the importance of fostering collaborative networks and institu21 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - tional support to help novice teachers navigate leadership-related challenges effectively. Educational management insights are gained from the experiences of novice teachers The experiences of novice teachers provide important insights that can help shape effective educational management and leadership practices. Their narratives reveal both the strengths and gaps in current school leadership approaches, especially in terms of supporting early-career teachers. These insights highlight the critical role that authentic, consistent, and empathetic leadership plays in fostering a positive work environment. Novice teachers’ reflections also underscore the necessity for structured professional growth opportunities and well-established support systems to enhance teacher motivation and retention. In this section, three key themes emerge from the lived experiences of novice teachers that offer guidance for educational managers and school heads. First, the value of authentic leadership that builds trust and nurtures teacher confidence. Second, the impact of clear communication and consistent administrative practices in minimizing uncertainty and boosting engagement. And third, the crucial role of providing meaningful professional development and recognizing teachers’ contributions to promote continuous growth. These themes collectively offer actionable insights for improving school leadership and creating a supportive environment where novice teachers can thrive. 3.3. Fostering Trust and Confidence—One of the most significant insights from novice teachers’ experiences is the powerful role of authentic leadership in fostering trust and confidence. Authentic leaders—those who demonstrate transparency, consistency, and genuine care create an environment where novice teachers feel valued and supported. This leadership style goes beyond simply managing tasks; it involves building meaningful relationships, providing honest and constructive feedback, and recognizing individual efforts. When school heads embody these qualities, novice teachers report increased motivation, greater willingness to take risks in their teaching, and a stronger commitment to their professional roles. This theme underscores the necessity for educational managers to cultivate authenticity in their leadership practices. Novice teachers’ positive experiences highlight that trust is foundational to effective school management and that leadership authenticity directly influences teacher morale and performance. By prioritizing relational transparency and emotional support, school heads can nurture a culture of openness and collaboration. Such an environment not only improves teacher satisfaction but also sets a precedent for sustained professional growth and a positive school climate. The participants responses collectively highlight the critical role of authentic leadership in fostering a supportive and motivating environment for novice teachers. Each teacher emphasized how the genuine care and consistent encouragement from their school heads helped them build confidence in their professional abilities. Clear, constructive feedback without judgment reassured them and eased common anxieties faced in the early years of teaching. Additionally, sincere recognition of their efforts reinforced their sense of value within the school community, fueling their motivation to continually improve. These lived experiences underscore that authentic leadership extends beyond administrative duties, it involves emotional support, transparency, and relational trust, which are essential for novice teachers to thrive. Recent educational leadership research reinforces the significance of authentic leadership in shaping positive teacher outcomes. Authentic leadership, characterized by self-awareness, relational transparency, and balanced processing of information, fosters trust and psychological safety among teachers (Wong et al., 2023). Studies show that when school leaders engage authentically, teachers report higher job satisfaction, 22 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - reduced burnout, and increased professional commitment (Avolio Walumbwa, 2022). For novice teachers, who are particularly vulnerable to stress and uncertainty, authentic leadership serves as a buffer against early career challenges by creating a supportive climate conducive to learning and growth (Nguyen Nguyen, 2024). Furthermore, recognition and constructive feedback from leaders have been found to directly influence teacher motivation and retention (Bakker et al., 2023). These findings align closely with the participants’ narratives, emphasizing that authentic leadership is a pivotal factor in sustaining novice teachers’ confidence and engagement in their roles. 3.3.1. Maintain Clear Communication — Novice teachers consistently emphasized that clear communication from school leaders plays a pivotal role in reducing uncertainty and fostering confidence in their roles. When school heads articulated expectations, policies, and procedures transparently and ensuMared these were consistently applied, teachers were better able to understand their responsibilities and the boundaries within which they operated. This open communication helped novice teachers navigate the complexities of their new roles by providing a reliable framework that guided their daily tasks and decision-making processes. Such transparency not only minimized ambiguity but also built trust between the teachers and the administration, creating a more collaborative and supportive school environment. This sense of clarity was particularly vital for novice teachers still acclimating to the demands of the profession, as it allowed them to focus on instructional duties without the added stress of guessing or second-guessing administrative expectations. Conversely, participants noted that inconsistent or unclear communication from school leaders often generated confusion, hesitation, and anxiety among novice teachers. When policies or expectations were frequently changed, poorly explained, or unevenly enforced, teachers found themselves uncertain about priorities and procedures. This lack of dependability sometimes undermined their confidence and disrupted their ability to plan and execute lessons effectively. The resulting ambiguity often translated into diminished job satisfaction and lowered motivation, as teachers struggled to align their efforts with the school’s vision or leadership directives. These experiences highlight the critical importance of consistent administrative practices and transparent communication in effective educational management. By providing dependable guidance, school leaders can significantly reduce role ambiguity, enhance teacher confidence, and promote a stable environment conducive to professional growth. The participant responses reveal that clear and consistent communication from school leaders is fundamental in reducing uncertainty for novice teachers. When leaders provide straightforward instructions and reliably follow through with their directives, novice teachers feel more secure in understanding their roles and expectations. This clarity helps them focus on their teaching responsibilities without being distracted by administrative ambiguities or sudden changes. Conversely, inconsistent messages and shifting expectations cause confusion and hinder teachers’ ability to plan and adjust effectively. The participants’ experiences illustrate that dependable communication and administrative consistency are vital for fostering a stable and supportive environment, enabling novice teachers to navigate the complexities of their new roles with greater confidence and ease. Educational management literature consistently identifies communication clarity and administrative consistency as key components of effective school leadership. According to Leithwood et al. (2023), transparent communication enhances teachers’ role clarity, which is directly linked to job satisfaction and instructional effectiveness. Inconsistent policies and unclear expectations have been shown to in23 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - crease teacher stress and reduce organizational commitment, particularly among novice educators (Smith Johnson, 2024). Furthermore, effective follow-through on administrative decisions promotes trust and credibility in school leaders, reinforcing a positive school culture (Morrison Hodge, 2022). These findings support the participant narratives, emphasizing that stable and clear leadership practices are indispensable in creating an environment where novice teachers can thrive professionally and emotionally. 3.3.2. Fostering Feedback Mechanisms— Recognition and constructive feedback from school heads significantly influence novice teachers’ motivation and ongoing professional development. Participants consistently expressed that genuine acknowledgment of their efforts made them feel valued and appreciated, which reinforced their commitment to the teaching profession. When school leaders took the time to recognize even small achievements, novice teachers felt a deeper sense of purpose and validation. This positive reinforcement encouraged them to maintain enthusiasm and continue striving for excellence despite the inevitable challenges they faced in their early careers. Recognition served not only as a morale booster but also as an affirmation that their contributions mattered within the school community, fostering a stronger connection to their workplace. Equally important was the role of supportive and clear feedback in shaping teachers’ professional growth. Participants shared that constructive feedback, when delivered thoughtfully, provided practical guidance that helped them refine their teaching strategies and classroom management skills. Unlike criticism, which could be discouraging, actionable feedback that highlighted areas for improvement alongside strengths created a safe space for learning and experimentation. This ongoing dialogue between teachers and school heads cultivated a sense of belonging and professional identity, which are crucial for sustaining motivation over time. The dynamic interaction of recognition and feedback established a foundation for trust and collaboration, motivating novice teachers to engage more deeply with their work and pursue continuous development. The participants’ narratives emphasize the powerful role that recognition and feedback play in shaping novice teachers’ motivation and sense of purpose. When school heads provide affirmation for teachers’ efforts—whether through verbal praise, written commendations, or even simple acknowledgments—it fosters a sense of value and belonging. This validation strengthens teachers’ professional identity and boosts morale, especially during times of self-doubt or adjustment. Equally important is the nature of the feedback given: teachers expressed appreciation for constructive and non-judgmental guidance that helps them improve without diminishing their confidence. These experiences demonstrate that authentic, well-delivered feedback, paired with sincere recognition, creates a nurturing environment where novice teachers can remain committed, reflective, and professionally engaged. Recent studies affirm the importance of recognition and feedback in fostering teacher engagement and retention. According to Ingersoll Strong (2022), novice teachers who receive regular affirmation and developmental feedback are more likely to feel effective in their roles and remain in the profession longer. Effective school leaders build a culture of continuous growth by acknowledging effort and guiding improvement rather than focusing solely on evaluation (Day Gu, 2023). Additionally, research by Torres (2024) highlights that recognition satisfies a basic psychological need for competence, which is crucial for sustaining intrinsic motivation among early-career teachers. These scholarly insights reinforce the lived experiences of the participants, underscoring that recognition and developmental feedback are not only motivational tools but also essential elements of authentic and supportive educational 24 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - Fig. 5. Educational Management Insights drawn from the findings of the Study leadership Figure 5. The study reveals three critical insights for effective school management. First, addressing Authentic Leadership Builds Trust and Teacher Confidence, teachers through comprehensive support systems (like mentorship programs or wellness initiatives) is essential for sustaining educator well-being in demanding environments. Second, recognition and feedback significantly boost teacher motivation, highlighting the need for regular, meaningful acknowledgment of educators’ efforts. 4. Implications and Future Directions This chapter presents a synthesis of the findings drawn from the narratives of novice teachers. It outlines the key implications for educational management and leadership and offers suggested directions for future research and practice. The study explored how novice teachers perceive and experience authentic leadership in their respective schools, how they cope with associated challenges, and what educational insights emerge from their lived experiences. 4.1. Findings—By highlighting the voices of novice teachers, this research aims to enrich the understanding of how authentic leadership practices rooted in transparency, integrity, and relational support impact teacher engagement and performance. Their narratives shed light on the importance of recognition, trust, open communication, and the emotional intelligence of school heads. The study also revealed how novice teachers develop coping mechanisms to manage the stresses of unclear directives, inconsistent leadership, and pressure to perform. These coping strategies, ranging from self-reflection and peer collaboration to emotional resilience, are crucial to sustaining their professional well-being. Moreover, this research contributes to a deeper comprehension of the educational management practices that empower and motivate beginning teachers. The findings emphasize that authentic leadership is not only beneficial to student outcomes, but also foundational to teacher retention, morale, and 25 ISSN 3028-1261 10.5281/zenodo.17613373/NIJSE.2025 NIJSE (2025) - Walker, A., & Hallinger, P. (2020). Leadership for learning in asian contexts. International Journal of Educational Management,34(4), 789–803. Walumbwa, F. O., Avolio, B. 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