AUTHENTIC LEADERSHIP IN HIGHER EDUCATION

A STUDY IN AN AMAZONIAN INSTITUTION

Abstract

This study aims to analyze the relationship between authentic leadership and student satisfaction in higher education. To this end, a Brazilian confessional higher education institution was examined using an institutional document composed of 200 observations from undergraduate students across three different programs. Employing a quantitative approach, the multiple linear regression technique was applied to assess whether there is statistical significance in the contribution of course coordinators’ authentic leadership to students’ satisfaction with the institution in three dimensions: Internship Satisfaction, Undergraduate Satisfaction, and Overall Satisfaction. The findings indicate that authentic leadership exerts a significant influence on nearly all evaluated dimensions. Student satisfaction is affected by both individual factors, such as age and gender, and institutional and pedagogical factors, such as academic term and program. This study contributes to the literature on authentic leadership in higher education, particularly within the Brazilian context, by reinforcing its key pillars: self-awareness, transparency, balanced processing, and internalized moral perspective. Furthermore, the study demonstrates that authentic leadership fosters positive and resilient academic environments. In practical terms, it suggests leadership training programs for coordinators focused on self-awareness and transparency, as well as investment