Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Jessie King; Jodi Elder; Ross Larsen
Abstract
This study was performed in the Spanish region of Catalonia. The purposes of the current study were fourfold: Firstly, the study explored whether authentic leadership, psychological capital, or burnout syndrome differed between teachers' genders or experiences. Secondly, the current study investigated whether aggregate measures and/or the dimensions of authentic leadership and psychological capital were associated with burnout syndrome. Third, this study examined whether burnout syndrome predicted turnover intentions. Lastly, this study examined whether authentic leadership moderates the relationship between psychological capital and burnout syndrome, as well as turnover intentions. The multidimensional Maslach’s theory of burnout was selected as the guiding framework for the study. A non-experimental causal-comparative correlational design was employed with a random sample of 213 Catalan teachers. Structural equation modelling and analysis of covariance were selected to explore the relationships between study variables. The results indicated that novice teachers perceived higher levels of authentic leadership; however, this difference was not significant when controlling for SES. Higher levels of authentic leadership were associated with increased burnout syndrome, whereas psychological capital had a negative influence on burnout levels, particularly in terms of optimism and hope. Aggregate burnout levels predicted turnover intentions, and the subdimension of emotional exhaustion emerged as the strongest predictor of turnover intentions. Lastly, authentic leadership moderated the relationship between psychological capital and burnout syndrome and turnover intentions in the full model; however, when measured independently, it only moderated the relationship between psychological capital and turnover intentions. These findings contributed to a deeper understanding of the importance of effective leadership by increasing their presence to lead their teams within the Catalan context and emphasized the importance of enhancing teachers’ psychological capital, specifically the subdimensions of hope and optimism, to mitigate burnout syndrome and reduce turnover intentions, offering guidance for policymakers and school leaders.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Torrecillas Sanchez, Eduardo, "Examining The Influence of Principals’ Perceived Authentic Leadership and Teachers’ Psychological Capital on Teachers’ Burnout Syndrome and Turnover Intentions in Catalan Schools" (2026). Student Theses and Dissertations. 1126.
https://arch.astate.edu/all-etd/1126
