Relationship between the Genuine Leadership Style and Withdrawal Behavior and Teacher Motivation in District Sargodha, Mediated by Psychological Empowerment

Abstract

School performance is significantly impacted by psychological empowerment. Assessment of teachers' psychological empowerment conduct, real leadership, withdrawal behavior, and motivation is crucial. Examining the relationship between psychological empowerment, genuine leadership, withdrawal behavior, and motivation among public secondary school teachers in the district of Sargodha was the goal of the current study. The study's primary goal was to determine how psychological empowerment mediated the relationship between motivation, withdrawal behavior, and authentic leadership. Data were gathered using an effective and trustworthy tool. Data gathering involved the use of a questionnaire. 70 items were present. 457 public secondary school teachers were chosen as the study's sample from the general population. For the purpose of gathering data for this study, convenient sampling was employed. The information gathered was examined.