Investigation of Shared Leadership and Organizational Commitment in Primary and Secondary Schools: Malatya Case

Abstract

Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, ttest, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.

Deeper learning and leadership development in a school–university partnership with a rural district

“…Effective leaders bring everyone together to agree on improvements for continued growth and change (Lyon et al, 2022;Torres et al, 2020). The role of the principal is to discover the talents of their staff, focus on the interactions amongst them (Cobanoglu, 2020;Gronn, 2000), and facilitate an influence on the learning and decisionmaking process throughout the school (Torres et al, 2020). Leithwood et al (2019) emphasized that "school leadership has a significant effect on features of the school organization which positively influences the quality of teaching and learning.…”

“…, 2020). The role of the principal is to discover the talents of their staff, focus on the interactions amongst them (Cobanoglu, 2020; Gronn, 2000), and facilitate an influence on the learning and decision-making process throughout the school (Torres et al. , 2020).…”

The Relationship between Shared Leadership, Employee Empowerment and Innovativeness in Primary Schools: A Structural Equation Modeling

“…Employees who make decisions together place more value on each other's opinions and thoughts (Gu et al, 2016). Employees who make joint decisions will both influence and support their friends, and increase each other's motivation and responsibility-taking skills (Carson et al, 2007;Cobanoglu, 2020;Pearce et al, 2003). Empowering employees by sharing leadership will ultimately positively influence the organization to achieve its goals.…”

The Structural Relationship Model of Indicators of Outstanding Leadership for Teachers under the Local Administrative Organizations

“…In addition, the 21st century teachers are expected have the following characteristics: 1) Experience: being experienced on the new learning method management, 2) Extended: having skills on knowledge acquisition, 3) Expended: having ability to effectively transfer or expand their knowledge to students through technology media, 4) Exploration: having ability to explore and select up-to-date knowledge or contents to be used with students by using appropriate technology and media, 5) Evaluation: being a good and fair assessor who can use technology in evaluation, 6) End-User: being able to use different technology appropriately, 7) Enabler: being able to use technology to create lessons, 8) Engagement: having ability to cooperate and exchange knowledge with each other through technology, develop a network of cooperation such as a community for teachers on the web, 9) Efficient and Effective: being able to use technology effectively as a knowledge producer, knowledge distributor, and knowledge users (Cobanoglu, 2020;Cox, 2019) While Vibulphol ( 2015 ) researched Thai Teacher Education for the Future: Opportunities and Challenges, it was found that teachers play a key role in supporting or suppressing students' learning. Regarding the needs for new kinds of instruction to enhance lifelong learning and skills necessary for the learners' unknown future, educational reform in high performing countries like Finland, Singapore, and South Korea paid close attention to make changes in their teacher education while Thailand has vaguely addressed the issues related to teacher preparation in its recent draft of the educational reform.…”