Exploring the relationship between a classroom teacher's authentic leadership, charismatic/value-based leadership and academic achievement

A teacher is the leader of any classroom at any level of education. Although much research has been devoted to the area of academic achievement, very little attention has been given to the role a classroom teacher's Authentic Leadership and Charismatic/Value-Based Leadership levels may have on academic achievement. The purpose of this correlational study is to investigate the relationship between a classroom teacher's four dimensions of Authentic Leadership, as measured by the Authentic Leadership Questionnaire (Walumbwa et al., 2008), charismatic/value-based leadership, as measured by a survey adapted from The GLOBE Research Survey (House et al., 2004), and academic achievement, calculated by student pass rates on the State of Texas Assessment of Academic Readiness (STAAR) test.;This study was conducted to examine the relationships between a classroom teacher's Authentic Leadership, Charismatic/Value-Based Leadership and academic achievement. The independent variables in this study were the self-reported scores on the Authentic Leadership Questionnaire (ALQ) (Walumba et al., 2008) and self-reported scores on the charismatic/value-based dimension of the GLOBE Research Survey (House et al., 2004). The dependant variables in this study were the pass rates for each teacher on the State of Texas Assessment of Academic Readiness (STAAR). A series of Pearson Correlation Coefficients and a series of multiple regression analysis revealed the higher a teacher scored on the moral/ethical dimension of the ALQ, the higher the teacher scored on charismatic/value-based leadership. Results also indicated that teacher age was a significant predictor of academic achievement. There were no significant relationships between any aspect of classroom teacher leadership and academic achievement.