組織文化被界定為一組主要價值、假定、理解與規範，其中，學校文化影響教師如何思考，感受與行動，對學生學習具有極大的影響力。如能營造正向教師文化，對師生均有助益，並能讓師生感受到自己是校內的重要角色。積極的師生互動與學生學習高度期望乃是正向教師文化的重要層面，最近許多研究亦均聚焦於創造積極正向的教師文化是改善學生成就之方式。校長有責任形塑學校文化，而校長真誠領導乃是創造與強化教師文化規範之重要因素。有鑑於真誠領導主題獲得實務界與學術界之關注，因此，本文旨在分析校長真誠領導意涵及其啟示。真誠領導主要內涵即是領導者表現自我知覺、道德觀點與關係透明度，換言之，真誠領導者會追尋熱情目的、正向價值、用心領導與建立長期關係，他們有高度道德人格、擁有自信、希望、樂觀與復原力。

Organizational culture is defined as “the set of key values, assumptions, understandings, and norms. The school culture influences how teacher think, feel, and act and school culture is more influential on student learning. A positive teacher culture is beneficial to the teacher and students as it creates a classroom where students feel part of great role. Positive teacher-student interactions and high expectations for student achievement are important aspects of a positive teacher culture. Recent educational studies have focused on creating positive teacher cultures as a means of improving student achievement. The principal is essentially responsible for shaping teacher culture. Principal authentic leadership are critical factors in the creation and reinforcement of cultural norms. The topic of authentic leadership is generating increased interest in both practitioner and academic literatures. Therefore, the purpose of this perspective article is to explore the meaning and connation of authentic leadership and its implication for school culture. The key components of authentic leadership are self-awareness, moral perspective and relational transparency. Authentic leaders pursue purpose with passion, integrity values, lead with heart, establish long-lasting meaningful relationship. They have high moral character and possess confidence, hope, optimism, and resilience.