Abstract
Authentic and moral leadership helps educational leaders achieve their educational purpose, vision, and goals. In this chapter, we share an overview of these two significant models of leadership that are gaining momentum within the educational leadership framework. These models also play significant roles in exploratory studies of leadership in education. The chapter is divided into four sub-sections. First, the definitions of both models are discussed. Second, four major models of authentic and moral leadership are presented. Third, the similarities and differences of authentic and moral leadership are compared and discussed. The fourth section elaborates on previous literature exploring the employment of moral and authentic leadership within leadership settings. In addition, barriers to practice moral and authentic leadership were also discussed. To conclude, it is strongly suggested that more studies should explore the implications and effects of both models and their psychological implications for teachers.
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Acknowledgements
The authors would like to thank Ramlah Lopez for helping with and supporting the contents of this book chapter.
This book chapter is another partial requirement which financially supported by the Ministry of Higher Education Malaysia (MOHE) under the Fundamental Research Grant Scheme (FRGS) (Grant No. FRGS/1/2019/SSI09/UTM/02/17; UTM Reference No: PY/2019/01084; R.J.130000.7853.5F280).
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Tahir, L.M., Anis, S.N.M., Ali, M.F. (2023). Authentic and Moral Leadership Practices in Schools. In: Adams, D. (eds) Educational Leadership. Springer, Singapore. https://doi.org/10.1007/978-981-99-8494-7_4
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