Generating Confidence Under Agile Leadership
Evidence from Malaysia Secondary Schools
DOI:
https://doi.org/10.35723/scis.v1i2.92Keywords:
Agile Leadership, Generate Confidence, Psychological Empowerment, School Leadership, Teacher ConfidenceAbstract
Agile leadership has emerged as a critical framework for navigating complexity and rapid change in educational environments. However, limited research has isolated how specific agile leadership dimensions function as psychological mechanisms shaping school climates. This study focuses on the Generate Confidence dimension of principal agile leadership and examines its prevalence as a foundational element of confidence-building in schools. Drawing on social cognitive theory and psychological empowerment literature, Generate Confidence is conceptualized as a leadership process that fosters trust, reassurance, and perceived professional competence among teachers. A quantitative descriptive design was employed using survey data from 461 secondary school teachers across a nationwide sample. Descriptive statistical analysis revealed a high level of Generative Confidence practices, with strong consensus among respondents regarding principals' fairness, relational support, and attention to staff well-being. These findings indicate that confidence-generating leadership behaviours are consistently embedded in school leadership practice and function as psychological infrastructure supporting adaptive and change-ready environments. By isolating this leadership dimension, the study contributes to a more refined understanding of agile leadership and underscores the strategic importance of confidence-building in school leadership development. Implications for leadership training and educational policy are discussed.
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