Abstract
The purpose of the study is to explore the effect of school principals’ distributed leadership behaviours on teachers’ organizational commitment in the views of teachers employed in high schools. The study is a descriptive research designed as a correlational survey model and the research population consists of teachers in high schools in the provincial centre of Diyarbakır, a large city in south-eastern Turkey. The study is conducted with 275 teachers, selected by simple random selecting method. In the research, conducted in the views of high school teachers, descriptive statistics are employed to determine the distributed leadership behaviours of the participant principals and the teachers’ organizational commitment levels and a regression analysis is used to predict the participant teachers’ organizational commitment arising from the distributed leadership behaviours of the school principals. As a result of the study, the distributed leadership behaviours of the school principals are found at a high level in the following factors: open leadership, school culture, employee involvement and dynamics, whereas the teachers’ organizational commitment levels are found low in the compliance factor but as for identification and internalisation factors, they are found high. Moreover, it is determined that teachers’ organizational commitment can be statistically predicted from school principals’ distributed leadership behaviours.
Highlights
With the latest advances, schools with certain capacities have had their own developmental issues, which brings leadership on the agenda at all education levels (Hallinger & Heck, 2009) as leadership needs various fields of specialisation to meet changes and innovations in the complicated world of education and the established organizational structures of schools have failed to meet learning needs in the 21st century (Harris & Spillane, 2008)
Distributed leadership is a kind of leadership that focuses on interaction rather than formal and informal leadership role actions (Harris & Spillane, 2008)
The research aimed to explore the effect of high school principals’ distributed leadership behaviours on teachers’ organizational commitment in the views of teachers employed in high schools
Summary
Schools with certain capacities have had their own developmental issues, which brings leadership on the agenda at all education levels (Hallinger & Heck, 2009) as leadership needs various fields of specialisation to meet changes and innovations in the complicated world of education and the established organizational structures of schools have failed to meet learning needs in the 21st century (Harris & Spillane, 2008). As a result of research on school development, it is obvious that the traditional one-man in power concept has been attached less importance and teacher group activities or collective responsibilities have been considered more significant, instead. Distributed leadership is a kind of leadership that focuses on interaction rather than formal and informal leadership role actions (Harris & Spillane, 2008). It is one of the modern leadership approaches, and from its perspective, leaders need to work with groups instead of single performance and distributive responsibility highlights the significance of the following terms: teamwork building and shared responsibility (Chang, 2011). Distributed leadership means many leaders and a shared leadership activity in an organization (Harris & Spillane, 2008)
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