Association of Pupils’ Self-Value with Their Recognition of Teachers’ Authentic Utterances: Examining an Authentic Leadership Process in Classroom Management

Abstract

This study examined the impact of authentic leadership on classroom management. Using data from 1351 pupils, one-way MANOVAs revealed that pupils’ recognition of teachers’ authentic utterances enhanced their self-value, as measured by relational self-esteem, private self-consciousness, attitude toward self-achievement, and identification with the classroom. Pupils who highly recognized teachers’ authentic utterances had higher self-value scores compared to those with moderate or lower recognition. This result indicates that authentic utterances, as sincere disclosures of teacher’s self-value, contribute significantly to pupils’ self-value. The findings highlight the importance of teachers’ authentic behaviors in enhancing the effectiveness of classroom management.