The Role of Spiritual Leadership and Psychological Capital on Teacher's Work Engagementin Public Girls Secondary and High Schools in Tehran

This study was conducted to investigate the role of spiritual leadership and psychological capital on teachers work engagement. The research method was descriptive and of correlation type. Statistical population included all teachers in public secondary and high schools in region 4 of Tehran (N=1418) in 2014-15. The sample size was estimated 302, according to Morgan table, and was selected through cluster sampling. To collect the data, three questionnaires were used: (a) Fry et al’s (2005) Spiritual Leadership questionnaire, (b) Luthanz et al’s (2007) Psychological Capital questionnaire, and (c) Schaufeli et al’s (2006) Work Engagement questionnaire. The validity of the questionnaires verified through Pilot study and comprehensive review of the literature, as well as the judgment of experts. The reliability of the questionnaires was estimated as 0.95, 0.85 and 0.87 respectively through Cronbach Alpha. Descriptive statistics (frequency tables, mean, variance, standard deviation) and inferential statistics (One sample t-test, Pearson correlation coefficient and path analysis) were used for analyzing the data. The results of Data analysis at level of significance indicated that there was a positive and significant relation between (a) spiritual leadership and teachers work engagement (r=0.56), (b) psychological capital and teachers work engagement (r=0.60), and (c) spiritual leadership and teachers psychological capital (r=0.54). Also the results of path analysis indicated that spiritual leadership and psychological capital can explain changes in work engagement and work engagement is mushy a function of psychological capital changes. Moreover spiritual leadership influences both directly and indirectly work engagement via psychological capital.