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Abstract
Principals’ responsibilities have escalated in quantity and complexity. Mandates to increase student achievement and improve school grades overwhelm one person. Hence, principals are obliged to enlist teachers to serve in leadership roles. This research sought to determine whether there is a relationship between distributed leadership and teacher affective commitment. One hypothesis, null and alternative, was formulated, and data were collected from 230 teachers. Results revealed that distributed leadership correlated with teachers’ affective commitment.
Keywords distributed leadership, teachers, commitment, principals
References
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Author Biographies
Lisa Ross is a teacher leader and instructional coach for the Reading and Language Arts Departments at Harns Marsh Middle School in Lee County Florida. Her research interests include distributed leadership, teacher empowerment, professional learning communities, and student learning. Lisa Ross can be reached at LRoss239@aol.
Ghazwan A. Lutfi is a professor in the Department of Educational Leadership and Counseling, College of Education, Florida A&M University. His expertise is educational research methods, statistics, assessment, and program evaluation. Other interests include survey methods and accountability. He has served as an evaluator and statistical consultant, presented at annual association meetings, and published educational articles.
Warren C. Hope is professor and chair at the Department of Professional Learning and Innovation, The John H. Lounsbury College of Education, Georgia College and State University, Milledgeville. His research interests include principals, leadership, technology in schools, and comparative school leadership issues in the global context.
