Authentic Leadership and Teachers’ Intention to Stay: The Mediating Role of Perceived Organizational Support and Psychological Capital
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper aims to explore the mediation effect of psychological capital and perceived organizational support on therelationship between authentic leadership and intention to stay. The structural equation modeling technique was usedto test the hypothesized model. A survey was administered to collect data targeting a sample of randomly selectedteachers working at high schools in Tehran. The results suggest that authentic leadership significantly influencesteachers’ intention to stay, psychological capital, perceived organizational support. As predicted, both perceivedorganizational support and psychological capital had a significant positive direct effect on intention to stay. Theeffect of authentic leadership on intention to stay was found to be mediated by teachers’ psychological capital andperceived organizational support. This study shows how leaders can enhance teachers’ intention to stay by applyingauthentic leadership, engendering psychological capital and creating supportive environment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it