The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers
01 Jan 2010-
About: The article was published on 2010-01-01 and is currently open access. It has received 10 citations till now. The article focuses on the topics: Shared leadership & Distributed leadership.
Citations
More filters
[...]
TL;DR: This question, posed to Jim Collins over dinner one evening, inspired the book Good to Great, and what makes this book so interesting is not only what was discovered, but the rigor of the discovery process.
Abstract: This question, posed to Jim Collins over dinner one evening, inspired the book Good to Great. Collins and his research team spent five years answering that question. What makes this book so interesting is not only what was discovered, but the rigor of the discovery process. Collins and his team of twenty dedicated researchers did not hypothesize or theorize, but went directly to data to find the answers.
539 citations
TL;DR: In this article, the effect of school principals' distributed leadership behaviors on teachers' organizational commitment was investigated by using a correlational survey model and Pearson Moment Correlation to determine the relationships among the variables; and multiple linear regression analysis has been used to investigate predictive power of distributed leadership.
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.
15 citations
Cites background from "The Relationship between Distribute..."
...One of the supporters of the opinion that one leader cannot succeed in dealing with the things in schools because of their complex structures, Jacobs (2010) has asserted that distributed leadership in school requires cooperation, emphasizing that it is necessary to benefit from the skills of…...
[...]
TL;DR: In this paper, the authors investigated the effects of distributed leadership on teachers' job satisfaction, organizational commitment, and commitment in Gaziantep city of Turkey, and found that distributed leadership had a statistically significant effect on teachers’ job satisfaction and organizational commitment.
Abstract: The aim of this study was to investigate the effects of distributed leadership on the teachers’ job satisfaction, organizational citizenship behaviour and commitment. To this aim, Distributed Leadership Inventory (Hulpia, Devos, & Rosseel 2009a), Job Satisfaction Scale (Andrews & Whitney 1976), Organizational Commitment Scale (Meyer & Allen 1991), and Organizational Citizenship Behavior Scale (DiPaola, Tarter, & Hoy 2005) were applied to 344 teachers working at schools in Gaziantep city of Turkey. For the statistical analysis of the collected data standard multiple regression analysis was employed. Results of the study showed that distributed leadership had a statistically significant effect on teachers’ job satisfaction, organizational citizenship behavior and organizational commitment. In terms of sub dimensions of the distributed leadership, while leadership functions dimension statically significantly affected job satisfaction, organizational commitment and organizational citizenship behavior; coherent leadership team subdimension affected only job satisfaction. Some recommendations for educational managers, policymakers and researchers in the area were made according to findings of the study.
14 citations
Cites background or result from "The Relationship between Distribute..."
...Jacobs (2010) ascertains that distributing leadership to entire stakeholders of a school, in particular teachers, increases teachers’ commitment to their school....
[...]
...Both in Turkish (Çetin et al., 2012; Oğuz, 2011; Yılmaz & Ceylan, 2011), and international literature (Bogler, 2001; Kim, 2002; Hulpia et al., 2009b; Jacobs, 2010; Nguni et al., 2006; Podsakoff et al., 1996) there are numerous studies examining the relationship between different leadership…...
[...]
...However, there are few research studies (Berjaoui & Karami-Akkary, 2019; Hulpia & Devos, 2010; Hulpia et al., 2009b; Jacobs, 2010; Kılınç, 2014) dealing with distributed leadership and its relationship with the organizational variables....
[...]
..., 2012; Oğuz, 2011; Yılmaz & Ceylan, 2011), and international literature (Bogler, 2001; Kim, 2002; Hulpia et al., 2009b; Jacobs, 2010; Nguni et al., 2006; Podsakoff et al., 1996) there are numerous studies examining the relationship between different leadership approaches with teachers’ JS, OC and OCB....
[...]
...Similarly, Jacobs (2010) revealed that managers’ sharing their leadership roles and presenting a democratic and participative leadership style will increase OC level of their subordinates....
[...]
TL;DR: In this paper, the authors aimed at analyzing the level of shared leadership of the schools in terms of the teachers' perception; measurement of job satisfaction and organizational trust levels of teachers; and settling the relationship among these variables.
Abstract: Within organizations in which leadership is shared with staff, staffs tend to develop positive feelings against both themselves and their organizations. At this study it is aimed at analyzing the level of shared leadership of the schools in terms of the teachers’ perception; measurement of job satisfaction and organizational trust levels of the teachers; and settling the relationship among these variables. Additionally, it has been also tried to determine that whether shared leadership level at primary schools can predict job satisfaction and organizational trust of the teachers. The study is a research designed as relational survey method. Data of the research have been gathered from 476 teachers working at the primary schools during 2019-2020 Academic year in Central Malatya. Data have been gathered through Shared Leadership Scale, Job Satisfaction Scale and Organizational Trust Scale. For the analysis of the data, t-test, ANOVA test, correlation and regression analysis have been made. In compliance with the results of the research, levels of shared leadership, job satisfaction and organizational trust at primary schools are high. Shared leadership at primary school predicts job satisfaction and organizational trust of the teachers in a positive and significant manner. Article visualizations:
10 citations
TL;DR: In this article, a study was conducted to measure shared leadership and positive psychological capital levels of teachers at schools and examine the relationship between these two variables, which showed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future.
Abstract: The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yesilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.
8 citations
Cites background from "The Relationship between Distribute..."
...The Council of Chief State School Officers in America officially approved the shared leadership understanding in schools (Jacobs, 2010)....
[...]
References
More filters
TL;DR: In this article, the authors proposed a three-component model of organizational commitment, which integrates emotional attachment, identification with, and involvement in the organization, and the normative component refers to employees' feelings of obligation to remain with the organization.
Abstract: Organizational commitment has been conceptualized and measured in various ways. The two studies reported here were conducted to test aspects of a three-component model of commitment which integrates these various conceptualizations. The affective component of organizational commitment, proposed by the model, refers to employees' emotional attachment to, identification with, and involvement in, the organization. The continuance component refers to commitment based on the costs that employees associate with leaving the organization. Finally, the normative component refers to employees' feelings of obligation to remain with the organization. In Study 1, scales were developed to measure these components. Relationships among the components of commitment and with variables considered their antecedents were examined in Study 2. Results of a canonical correlation analysis suggested that, as predicted by the model, the affective and continuance components of organizational commitment are empirically distinguishable constructs with different correlates. The affective and normative components, although distinguishable, appear to be somewhat related. The importance of differentiating the components of commitment, both in research and practice, is discussed.
10,654 citations
"The Relationship between Distribute..." refers background or methods in this paper
...In a landmark study which included employees from a retail department store, a hospital, and a university library, Allen and Meyer (1990) measured the correlation of various work experience variables including job challenge, role clarity and goal clarity, goal difficulty, management receptiveness, peer cohesion, organizational dependability, employee equity, personal importance, employee performance feedback, and employee participation in decisions....
[...]
...Allen and Meyer asserted that organizational commitment as defined by earlier researchers was in fact a reflection of affective commitment. The items on measurement instruments of organizational commitment in the 1970s measured the affective commitment of organizational members (Mowday, 1998). Mowday defined organizational commitment as an individual’s attachment to, identification with, and involvement in an organization. Liou argued that this was affective commitment. According to Liou (2008) the affective component of organizational commitment described a worker’s desire to be with the organization because the worker liked the organization and wanted to work in the organization....
[...]
...The validity and reliability of the Affective Commitment Scale were reported in a study by Allen and Meyer (1990). The researcher gained permission from Dr....
[...]
...The validity and reliability of the Affective Commitment Scale were reported in a research study by Allen and Meyer (1990)....
[...]
...Affective commitment referred to the emotional attachment of an individual to an organization (Allen and Meyer, 1990)....
[...]
TL;DR: This paper conducted meta-analyses to assess relations among affective, continuance, and normative commitment to the organization and relations between the three forms of commitment and variables identified as their antecedents, correlates, and consequences in Meyer and Allen's (1991) Three-Component Model.
6,149 citations
"The Relationship between Distribute..." refers result in this paper
...Meyer et al. (2002) indicated that job satisfaction had the highest correlation with affective commitment (p =.65) when compared to other variables such as job involvement, pay satisfaction, or promotion satisfaction....
[...]
Book•
04 May 2015Abstract: Preface Special Features Audience Acknowledgments Chapter 1. Introduction Leadership Defined Ways of Conceptualizing Leadership Definition and Components Leadership Described Trait Versus Process Leadership Assigned Versus Emergent Leadership Leadership and Power Leadership and Coercion Leadership and Management Plan of the Book Summary Chapter 2. Trait Approach Description Intelligence Self-Confidence Determination Integrity Sociability Five-Factor Personality Model and Leadership Emotional Intelligence How Does the Trait Approach Work? Strengths Criticisms Application Case Studies Case 2.1: Choosing a New Director of Research Case 2.2: A Remarkable Turnaround Case 2.3: Recruiting for the Bank Leadership Instrument Leadership Trait Questionnaire (LTQ) Scoring Interpretation Summary Chapter 3. Skills Approach Description Three-Skill Approach Technical Skill Human Skill Conceptual Skill Summary of the Three-Skill Approach Skills Model Competencies Problem-Solving Skills Social Judgment Skills Knowledge Individual Attributes General Cognitive Ability Crystallized Cognitive Ability Motivation Personality Leadership Outcomes Effective Problem Solving Performance Career Experiences Environmental Influences Summary of the Skills Model How Does the Skills Approach Work? Strengths Criticisms Application Case Studies Case 3.1: A Strained Research Team Case 3.2: A Shift for Lieutenant Colonel Adams Case 3.3: Andy's Recipe Leadership Instrument Skills Inventory Scoring Scoring Interpretation Summary Chapter 4. Style Approach Description The Ohio State Studies The University of Michigan Studies Blake and Mouton's Managerial (Leadership) Grid Authority-Compliance (9,1) Country Club Management (1,9) Impoverished Management (1,1) Middle-of-the-Road Management (5,5) Team Management (9,9) Paternalism/Maternalism Opportunism How Does the Style Approach Work? Strengths Criticisms Application Case Studies Case 4.1: A Drill Sergeant at First Case 4.2: Eating Lunch Standing Up Case 4.3: Enhancing the Department's Culture Leadership Instrument Style Questionnaire Scoring Scoring Interpretation Summary Chapter 5. Situational Approach Description Leadership Styles Development Levels How Does the Situational Approach Work? Strengths Criticisms Application Case Studies Case 5.1: What Style Do I Use? Case 5.2: Why Aren't They Listening? Case 5.3: Getting the Message Across Leadership Instrument Situational Leadership: A Brief Questionnaire Scoring Interpretation Summary 6. Contingency Theory Description Leadership Styles Situational Variables How Does Contingency Theory Work? Strengths Criticisms Application Case Studies Case 6.1: No Control Over the Student Council Case 6.2: Giving Him a Hard Time Case 6.3: What's the Best Leader Match? Leadership Instrument Least Preferred Coworker (LPC) Measure Scoring Interpretation Summary Chapter 7. Path--Goal Theory Description Leader Behaviors Directive Leadership Supportive Leadership Participative Leadership Achievement-Oriented Leadership Subordinate Characteristics Task Characteristics How Does Path--Goal Theory Work? Strengths Criticisms Application Case Studies Case 7.1: Three Shifts, Three Supervisors Case 7.2: Direction for Some, Support for Others Case 7.3: Marathon Runners at Different Levels Leadership Instrument Path--Goal Leadership Questionnaire Scoring Scoring Interpretation Summary Chapter 8. Leader--Member Exchange Theory Description Early Studies Later Studies Leadership Making How Does LMX Theory Work? Strengths Criticisms Application Case Studies Case 8.1: His Team Gets the Best Assignments Case 8.2: Working Hard at Being Fair Case 8.3: Taking On Additional Responsibilities Leadership Instrument LMX 7 Questionnaire Scoring Interpretation Summary Chapter 9. Transformational Leadership Description Transformational Leadership Defined Transformational Leadership and Charisma A Model of Transformational Leadership Transformational Leadership Factors Idealized Influence Inspirational Motivation Intellectual Stimulation Individualized Consideration Transactional Leadership Factors Contingent Reward Management-by-Exception Nonleadership Factor Laissez-Faire Other Transformational Perspectives Bennis and Nanus Kouzes and Posner Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart How Does the Transformational Approach Work? Strengths Criticisms Application Case Studies Case 9.1: The Vision Failed Case 9.2: Students Dig It Case 9.3: Her Vision Was a Model Research Center Case 9.3: Her Vision Was a Model Research Center Leadership Instrument Sample Items From the Multifactor Leadership Questionnaire (MLQ) Form 5X-Short Summary Chapter 10. Authentic Leadership Description Authentic Leadership Defined Intapersonal Definition Developmental Definition Interpersonal Definition Approaches to Authentic Leadership Practical Approaches Robert Terry's Authentic Leadership Approach Bill George's Authentic Leadership Approach Theoretical Approach Background to the Theoretical Approach Components of Authentic Leadership Factors that Influence Authentic Leadership How Does Authentic Leadership Work? Strengths Criticisms Application Case Studies Case 10.1: Am I Really a Leader? Case 10.2: Moving Mountains for Education and Peace Case 10.3: The Reluctant First Lady Leadership Instrument Authentic Leadership Self Assessment Questionnaire Summary Chapter 11. Team Leadership - Susan E. Kogler Hill Description Team Leadership Model Leadership Decisions Leadership Decision 1: Should I Monitor the Team or Take Action? Leadership Decision 2: Should I Intervene to Meet Task or Relational Needs? Leadership Decision 3: Should I Intervene Internally or Externally? Leadership Actions Internal Task Leadership Actions Internal Relational Leadership Actions External Environmental Leadership Actions Team Effectiveness Clear, Elevating Goal Results-Driven Structure Competent Team Members Unified Commitment Collaborative Climate Standards of Excellence External Support and Recognition Principled Leadership How Does the Team Leadership Model Work? Strengths Criticisms Application Case Studies Case 11.1: Can This Virtual Team Work? Case 11.2: They Dominated the Conversation Case 11.3: Starts With a Bang, Ends With a Whimper Leadership Instrument Team Excellence and Collaborative Team Leader Questionnaire Scoring Interpretation Summary Chapter 12. Psychodynamic Approach - Ernest L. Stech Description Background Eric Berne and Transactional Analysis Sigmund Freud and Personality Types Carl Jung and Personality Types Functions and Preferences Types and Leadership Sixteen Types and Leadership Dealing With Followers How Does the Psychodynamic Approach Work? Strengths Criticisms Case Studies Case 12.1: Not the Type Who Sees the Big Picture Case 12.2: Staff Meeting Problems Case 12.3: Unexpected Reactions Leadership Instrument Psychodynamic Approach Survey Scoring Scoring Interpretation Summary Chapter 13. Women and Leadership - Crystal L. Hoyt Description Gender and Leadership Styles Gender and Leadership Effectiveness The Glass Ceiling Evidence of the Glass Ceiling Motives for Removing the Barriers Explaining the Glass Ceiling Human Capital Differences Gender Differences Prejudice Breaking the Glass Ceiling Strengths Criticisms Application Case Studies Case 13.1: The Glass Ceiling Case 13.2: Lack of Inclusion and Credibility Case 13.3: Pregnancy as a Barrier to Job Status Leadership Instrument The Gender--Leader Implicit Association Test Scoring Summary Chapter 14. Culture and Leadership Description Culture Defined Related Concepts Ethnocentrism Prejudice Dimensions of Culture Uncertainty Avoidance Power Distance Institutional Collectivism In-Group Collectivism Gender Egalitarianism Assertiveness Future Orientation Performance Orientation Humane Orientation Clusters of World Cultures Characteristics of Clusters Anglo Confucian Asia Eastern Europe Germanic Europe Latin America Latin Europe Middle East Nordic Europe Southern Asia Sub-Saharan Africa Leadership Behavior and Culture Clusters Eastern Europe Leadership Profile Latin America Leadership Profile Latin Europe Leadership Profile Confucian Asia Leadership Profile Nordic Europe Leadership Profile Anglo Leadership Profile Sub-Saharan Africa Leadership Profile Southern Asia Leadership Profile Germanic Europe Leadership Profile Middle East Leadership Profile Universally Desirable and Undesirable Leadership Attributes Strengths Criticisms Application Case Studies Case 14.1: A Challenging Workplace Case 14.2: A Special Kind of Financing Case 14.3: Whose Hispanic Center Is It? Leadership Instrument Dimensions of Culture Questionnaire Scoring Scoring Interpretation Summary Chapter 15. Leadership Ethics Description Ethics Defined Ethical Theories Centrality of Ethics to Leadership Heifetz's Perspective on Ethical Leadership Burns's Perspective on Ethical Leadership Greenleaf's Perspective on Ethical Leadership Principles of Ethical Leadership Ethical Leaders Respect Others Ethical Leaders Serve Others Ethical Leaders Are Just Ethical Leaders Are Honest Ethical Leaders Build Community Strengths Criticisms Application Case Studies Case 15.1: A Struggling Company With Not Enough Cash Case 15.2: How Safe Is Safe? Case 15.3: Reexamining a Proposal Leadership Instrument Perceived Leader Integrity Scale (PLIS) Scoring Scoring Interpretation Summary Name Index Subject Index About the Author About the Contributors
5,724 citations
TL;DR: In this article, the authors examined the response rates for surveys used in organizational research and identified 490 different studies that utilized surveys, which covered more than 100,000 organizations and 400,000 individual respondents.
Abstract: This study examines the response rates for surveys used in organizational research. We analysed 1607 studies published in the years 2000 and 2005 in 17 refereed academic journals, and we identified 490 different studies that utilized surveys. We examined the response rates in these studies, which covered more than 100,000 organizations and 400,000 individual respondents. The average response rate for studies that utilized data collected from individuals was 52.7 percent with a standard deviation of 20.4, while the average response rate for studies that utilized data collected from organizations was 35.7 percent with a standard deviation of 18.8. Key insights from further analysis include relative stability in response rates in the past decade and higher response rates for journals published in the USA. The use of incentives was not found to be related to response rates and, for studies of organizations, the use of reminders was associated with lower response rates. Also, electronic data collection efforts (e.g. email, phone, web) resulted in response rates as high as or higher than traditional mail methodology. We discuss a number of implications and recommendations.
2,922 citations
"The Relationship between Distribute..." refers background in this paper
...While there are a number of models of organizational commitment, Boezeman and Ellemers (2007) asserted that the Allen and Meyer conceptualization of commitment...
[...]
...Baruch and Holtom (2008) reported that the average response rate for questionnaires used as the basis for published academic studies was significantly less than 100 percent....
[...]
Book•
01 Jan 1978
TL;DR: One Last Time: A Review of the School as a Social System A Collection of Cases for Educational Leadership Bibliography
Abstract: Preface Chapter 1: The School as a Social System Chapter 2: The Technical Core: Learning and Teaching Chapter 3: Structure in Schools Chapter 4: Individuals in Schools Chapter 5: Organizational Culture of Schools Chapter 6: Organizational Climate of Schools Chapter 7: Power and Politics in Schools Chapter 8: External Environments and Accountability of Schools Chapter 9: School Effectiveness Chapter 10: Decision Making in Schools Chapter 11: Shared Decision Making: Empowering Teachers Chapter 12: Communication in Schools Chapter 13: Leadership in Schools Chapter 14: One Last Time: A Review of the School as a Social System A Collection of Cases for Educational Leadership Bibliography Name Index Subject Index
2,046 citations