e-International Journal of Educational Research

Abstract

Distributed leadership is based on the idea that leadership cannot be just for the ones who have been appointed. Anybody having the potential and enough experience deserves a chance (Elmore, 2000). Distributed leadership can be accepted as one of the most popular research topics which has received interest and attention of the researchers. In fact, it attracted attention mainly in the end of the 90s and this interest resulted in many investigations. It is important to investigate the effect of distributed leadership on organizational commitment as distributed leadership is shaped by the individuals who trust each other's knowledge and experience, take active role in the process of decision, open for the development and change, productive and ready for exchange of ideas. Distributed leadership contributes to the organizational commitment as long as it develops the ones' abilities and involvement in the organization. It is assumed that organizational commitment which is defined as “the behaviour that is shaped by the relation of members to the organization and is determinative in the decision of members to be temporary or permanent in the organization” would arise in condition of distributed leadership. From this point of view, the aim of this study is to find out the relationship between the distributed leadership and organizational commitment perceptions of public and private school teachers.
Method: In research, correlational method based on descriptive method has been used. The target population of the study is composed of 1863 men and 1420 women; totally 3283 public school teachers, and also 116 private school teachers who work at different schools that locate in the centre of Malatya. The sample of the study is constituted of 728 teachers who are chosen from this universe by cluster sampling method. “Distributed Leadership Scale for School Organization” and “Organizational Commitment Scale for Teachers” have been used to obtain data of the research. Pearson Correlation and Simple Regression Analyses have been used besides t test as statistical analysis.
Findings: The results revealed that the distributed leadership and organizational commitment perceptions of private school teachers are higher when compared to the public school. There is a positive, high and significant relationship between both public and private school teachers' perceptions of distributed leadership and organizational commitment. The public school teachers' perceptions of distributed leadership affect their organizational commitment %70.1 and private school teachers' perceptions of distributed leadership affect their organizational commitment %71.5. In other words, approximately 70 percent of the change in public and private school teachers' perceptions of organizational commitment can be explained by their perception of distributed leadership. In short, according to statistical analysis, distributed leadership perceptions of public and private school teachers affect their organizational commitment level.
Suggestions: The results of the study reveal that distributed leadership has an important effect on organizational commitment. So, in order to create high levels of organizational commitment in schools, distributed leadership approaches and practices might be increased. To realize this; Facilities (annual meetings, special day and night activities, seminars, etc.) that will create and develop the spirit of group or team wok might be supported and applied. An approach of including all stakeholders to the decision of school vision and mission might be put into practice. In order to constitute an atmosphere of respect, cooperation and support, a kind of school culture that tolerates the differences and sees them as richness might be created.