The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator

Abstract

With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

“…For example, Torres (2018) found that in Singapore principals' distributed leadership had a significant positive association with teachers' job satisfaction. Sonmez and Gokmenoglu (2023) found that in Turkey principals' distributed leadership behaviors had a positive effect on cultivating teachers' supporting attitudes toward multiculturalism. These studies suggest that principals' distributed leadership has an important influence on teachers' cognitions and beliefs.…”

An Indigenous view of social justice leadership in the Malaysian education system

“…The entire architecture of a marginalised person's thinking will potentially have been conditioned by their structural context: leadership will in part be a reprogramming job before any new vision can be installed. A deconstruction of the social justice leader's own cognitive biases is an essential prerequisite (Sonmez & Gokmenoglu, 2022). As a major pillar of the traditional Orang Asli identity is a specific way of knowing the world, SJL cannot afford to ignore it.…”

Amalan Kepimpinan Distributif Guru Besar dan Hubungannya dengan Komitmen Guru SJKC

“…Kepimpinan distributif yang berkesan berupaya memupuk komitmen guru. Kepimpinan distributif merupakan satu pasukan pemimpin berinteraksi antara satu sama lain dan bekerjasama mengikut kemahiran pengikut demi memajukan organisasi (Sonmez & Gokmenoglu, 2022). Lantaran itu, Kementerian Pendidikan Malaysia (KPM) melalui anjakan ke-5 Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 telah beralih ke arah model kepimpinan distributif untuk memupuk gaya kepimpinan yang lebih berkesan untuk menjamin setiap sekolah di Malaysia mempunyai pemimpin yang berkualiti.…”