Relationship between distributed leadership, teacher collaboration and organizational innovativeness

Abstract

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.

Innovative Collaborative Learning Leadership to Build School Academic Culture During the Covid-19 Pandemic

“…To answer this need, a strategy is needed, an ability to carry out his function as a principal [16]. Even together, teachers combine ratio, emotion and enthusiasm in the problem-solving process, so that problems that arise in schools can be solved together quickly, precisely and effectively [17]. Aleader who has a leadership style as a democratic style tends to collect all ideas from all employees and then conduct deliberations and be decided together [18].…”

“…Therefore, a strategy is needed, an ability to carry out his function as a school principal [16] Collative leadership is a leader in a school who has a leadership mindset that involves others in the school environment and combines ratio, emotion, and passion in the problem-solving process. So that problems that arise in schools can be solved together quickly, precisely and effectivelyf [17]. Meanwhile, innovative leadership is the ability of a leader in a school to influence, mobilize, motivate school residents (who are led) to make updates and changes in a better direction in achieving common goals.…”

Distributed leadership: taking a retrospective and contemporary view of the evidence base

“…Other studies have looked further afield to encompass countries like Turkey where Coban and Atasoy (2020) found a positive relationship between distributed leadership, organisational innovativeness and teacher collaboration. Crawford ( 2012) reports upon a study into distributed leadership practices in Spain, while García Torres (2017) and Hairon and Goh (2014) offer some empirical insights into distributed leadership practices in Singapore, again largely focused on examining the collaborative practices that accompany distributed leadership.…”

Developing the strategic collaboration model in basic education

“…School collaborative networks involve school collaboration in learning and teaching, group of studying, shared school problems, school leaders' collaboration, and school team-works; ii) School strategic leadership: The strategic leadership in school is the capability of school leaders to develop the directions of school through strategic collaboration in managing school and school administrative process and it is important to make the school reform for better school performance and developing school administrative personnel [23], [24]. For this research, there are five indicators identify for measuring it, such as school leaders' commitment for vision, mission and objectives, discipline and motivation, school management innovation and controlling, and become agent of school change and development; iii) Teachers' strategic alliances capacity: It refers to the teachers ability and willingness to working together with another teacher in school and teachers from other schools [25], [26]. There are four indicators use to measure, as: collaborative working groups, teachers' joint meeting regularly, teachers' face-to face dialogue, and working with harmonization and cooperatively; iv) School culture innovation development: Innovation is a necessary term in the abundance era for developing the school digitalization paradigm.…”