Abstract
This study aims to investigate the effect of school principals' distributed leadership behaviors on teachers' organizational commitment. For this purpose, correlational survey model has been used in this study. The study group consists of 772 teachers working at secondary schools of Erzurum. The data of the study has been collected by using Distributed Leadership Inventory which was developed by Hulpia, Devos and Rosseel (2009a) and adapted to Turkish by Baloglu (2012), and Organizational Commitment Scale for Teachers which was developed by Ustuner (2009). The data has been analyzed with SPSS programme. Some descriptive statistics such as frequencies, percentages, arithmetic mean and standard deviation have been used. Besides, Pearson Moment Correlation has been used in order to determine the relationships among the variables; and multiple linear regression analysis has been used to investigate predictive power of distributed leadership. According to the findings of the study, it is determined that teachers' perceptions towards school principals' distributed leadership behaviors and organizational commitment are at moderate level. The findings of the study have revealed that there is a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment. Besides, school principals' distributed leadership behaviors significantly predict teachers' organizational commitment.
Highlights
In our age, structure of educational organizations has become so much complex over the years, and it is impossible that only one person can deal with all the problems and make a decision by himself/herself in such a complex structure
Correlational survey model has been used in this study which is aimed at examining the effect of school principals' distributed leadership behaviors on teachers' organizational commitment according to the perceptions of the teachers working at secondary schools
While the support dimension of school principals’ distributed leadership behaviors is perceived by the teachers at the highest level ( =3.36), the team working dimension is perceived at the lowest level
Summary
Structure of educational organizations has become so much complex over the years, and it is impossible that only one person can deal with all the problems and make a decision by himself/herself in such a complex structure. Perception of distributed leadership in which duties and responsibilities are shared has gained currency (Uslu and Beycioğlu, 2013). Distributed perspective on school leadership and management has attracted the attention of politicians, practitioners, and researchers across the world in recent years (Harris, 2013; Spillane and Healey, 2010). In other words, taking the lead depends on a voluntary basis. In this case, leadership is influenced by the interaction between the individuals in the organization
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