It was not known how postsecondary instructors' described administrators' authentic leadership behaviors of internal moral perspective and relational transparency and how these administrators' behaviors influenced postsecondary instructors' job performance. Thus, the purpose of this qualitative descriptive study was to explore how postsecondary instructors described administrators' authentic leadership behaviors of internal moral perspective and relational transparency and how these administrators' behaviors influenced postsecondary instructors' job performance at public universities in the United States. The theoretical foundation for this study was the authentic leadership theory. The research questions that guided this study included, how postsecondary instructors describe administrators' authentic leadership behavior of internal moral perspective and relational transparency and how does this administrators' behavior influence postsecondary instructors' job performance at public universities. Data collection consisted of semi-structured interviews and a focus group. Twelve full-time postsecondary instructors participated in semi-structured interviews and three people from the same group of instructors were in the focus group. The participants stated that job performance was positively influenced when leaders made ethical and moral decisions to benefit the university, displayed relational transparency, offered consistent communication to faculty, implemented appropriate policies and procedures in a timely fashion, and allowed instructors to participate in the decision-making process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]