This research focused on the perception of self-leadership characteristics and competencies, empowerment, and effectiveness of full-time faculty members in five Alberta-based comprehensive community colleges. The reviewed literature demonstrated that self-leadership is complex and multi-dimensional which transcends individual characteristics to include formal leader-follower relationships and the impact of the environmental context. The research used the responses of 80 full-time faculty members to a 65-item online questionnaire and 35 semi-structured follow-up interviews in an exploratory mixed methods analysis. The exploratory mixed methods analysis included the identification of emergent themes and subthemes and led to four main research findings. First, the research found faculty members exhibited a range of self-leadership characteristics and competencies, perceived themselves as self-leaders, and coalesced authentic leadership with self-leadership. Second, the research found faculty members’ authentic self-leadership can be shaped by their formal leaders. Third, the research found faculty members thrived in a workplace environment that supported their self-leadership, empowerment, and professional effectiveness. Finally, the research found faculty authentic self-leadership to be negatively influenced by continuous organizational change. The research concluded that authentic self-leadership is dynamic and evolving, and faculty members need to be supported by authentic formal leaders. Faculty members are integral stakeholders within an education ecosystem. To illustrate this approach, the Faculty Members’ Authentic Self-Leadership Ecosystem Model was developed from the research findings. A series of recommendations and future research suggestions were provided to guide post-secondary faculty members, formal and senior leaders, faculty associations, and education policy makers.