Effects of Distributed Leadership on Teachers’ Job Satisfaction, Organizational Commitment and Organizational Citizenship

Samancıoğlu, Mustafa; Bağlibel, Murat; Erwin, Barbara Jeanne

doi:10.29333/pr/6439

Cited by 22 publications

(24 citation statements)

References 49 publications

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“…The results show there is a positive significant correlation between distributed leadership and organizational commitment at the strong level. This finding is similar to the research conducted by Ali and Salisu (2015); Marlia and Yahya (2016); Baddiri andAbdullah (2017), andSamancioglu, Baglibel, andErwin (2020) that shows a significant correlation between distributed leadership and organizational commitment. This result shows, the high level of distributed leadership practice and organizational commitment among secondary school teachers are at a moderate level.…”

Section: Discussionsupporting

confidence: 91%

Measuring Organizational Commitment and Distributed Leadership: A Study in Malaysian Secondary Schools

Zulkefli¹,

Mustakim²,

Hassan³

et al. 2021

IJARBSS

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The primary aim of this study is to determine the significant correlation between organizational commitment and distributed leadership among secondary school teachers in Malaysia. Using the instrument of Three-Dimensional Model (TCM) to measure the level of organizational commitment and Distributed Leadership Readiness Scale (DLRS) to measure the level of distributed leadership, the study specifically seeks to determine (1) the level of organizational commitment among secondary school's teachers in Malaysia, (2) the level of distributed leadership among schools' teachers in Malaysia, and (3) the relationship between distributed leadership and organizational commitment among secondary schools' teachers in Malaysia from 350 respondents selected using a simple random stratified sampling technique. Data presented in this study were analyzed using a descriptive statistic to explain the level of variables and inferential statistics to find a correlation between these variables. Findings indicated that there is a significant correlation between organizational commitment and distributed leadership with r=.556, p=.000) at the strong level.

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Section: Discussionsupporting

confidence: 91%

Measuring Organizational Commitment and Distributed Leadership: A Study in Malaysian Secondary Schools

Zulkefli¹,

Mustakim²,

Hassan³

et al. 2021

IJARBSS

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“…The quality of school leader directly reflects on the quality of school as, according to Bush et al (2018) it is the second most important school based factor which determines school outcomes. It also influences a number of school life factors such as teachers' job satisfaction (Samancioglu et al, 2020). An effective leader is supportive to others, not only to the teachers but also to students in order to obtain the best outcomes (Berjaoui and Karami-Akkary, 2019).…”

Section: Personality and Skills Of The Strategic Leadermentioning

confidence: 99%

The Operational Framework of the Greek Educational System as an Obstacle to the Implementation of Sustainable School

Kougias¹,

Efstathopoulos²

2020

Front. Educ.

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The introduction of sustainability education into the educational reality in recent decades to raise student's awareness of environmental, social and cultural issues has gradually led to a change in the perception of school as an organization at all levels of its function. The traditional approach of school is receding and the concept of sustainable school is emerging, transforming school into a factor of change of attitudes and behaviors, into a major lever of transforming society toward sustainability, leading to the revision of leadership and organization views. In Greece, sustainable school is a utopian image in an ideal society. The efforts made are fragmented and incomplete, as the narrow legal framework which is determined by the state. A number of practices are strictly followed on issues that cover the whole spectrum of the educational process, such as the appointment of school principals, teacher placements, teaching instructions, funding and financial management of the school unit, limiting the margin of the school administration to achieve a sustainable use of the available resources in order to continuously develop and improve school as an educational organization. The Greek educational system, through the uniformity of laws in all its fields, inhibits the implementation of sustainable school by lifting cobblestones and obstacles that this article attempts to illuminate.

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“…However, Zuze and Juan (2018, p. 459) caution that there are "distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies." Notably, due to the rapidly changing nature of the school environment characterized by increasing student enrolment and increasing workload (Harris & Spillane, 2008;Samancioglu et al, 2020), principals are progressively delegating powers to deputy principals and particularly to HoDs, who direct and monitor instruction (Rosenfeld, Ehrich & Cranston 2009. The delegation of key roles to HoDs is part of the drive by the South African education system to improve teaching and learning (Bambi, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In retrospect, effective curriculum implementation reflects how well HoDs perform their duties to monitor and to direct instruction. Owing to the positive impact of distributed leadership, teacher motivation and job satisfaction are some of the expected outcomes (Samancioglu et al, 2020), although distributed leadership is not a "magic potion" for all the challenges faced by individual schools (Harris, 2003).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

Munje

Tsakeni²,

Jita³

2020

IJLTER

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The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.

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Effects of Distributed Leadership on Teachers’ Job Satisfaction, Organizational Commitment and Organizational Citizenship

Cited by 22 publications

References 49 publications

Measuring Organizational Commitment and Distributed Leadership: A Study in Malaysian Secondary Schools

Measuring Organizational Commitment and Distributed Leadership: A Study in Malaysian Secondary Schools

The Operational Framework of the Greek Educational System as an Obstacle to the Implementation of Sustainable School

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

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