The purpose of this quantitative correlational-associative study was to explore if and to what extent there was a statistically significant relationship between the personal and social identity and authentic leadership of teachers of color who are directly evaluated by administrators of color in Elementary schools in the United States. The theoretical foundations for this study were Social and Personal Identity and Authentic Leadership. Convenience sampling was used to select 390 participants via social media outlets that included the demographics that would match the criteria for participation. Participants scored the Authentic Leadership Questionnaire based on their perception of their own authentic leadership qualities and scored the Social and Personal Identity Scale based on their perception of their own personal and social identity. There were two paired hypotheses accompanying the research question, one for each identity domain and authentic leadership. Pearson's correlation was used to determine if there was a relationship between the variables. Based on the data results, there was a statistically significant, strong positive correlation between personal identity and authentic leadership, r = 0.51, p < 0.001, and a strong positive correlation between social identity and authentic leadership, r = 0.55, p < 0.001. The results from this study contribute to the understanding of authentic leadership, social and personal identity of teachers of color from a teacher-leader perspective. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]