distributed leadership

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.

This research comprehensively examines the role of distributed leadership in educational management and its impact on the performance of educational organizations. Given the increasing complexities in contemporary educational environments and rapid changes in technology and learner needs, traditional management approaches no longer adequately address today's requirements. Distributed leadership, as an innovative and transformative approach, emphasizes broad stakeholder participation and intelligent distribution of responsibilities throughout the organization. This study employs a systematic literature review methodology and qualitative content analysis to examine 50 credible articles published in international scientific journals between 2015 and 2023. The research findings indicate that distributed leadership can lead to significant improvements in organizational performance, increased employee job satisfaction, enhanced educational innovation, and improved quality of educational services. However, successful implementation of this approach faces challenges such as resistance to change, the need for organizational culture transformation, and the necessity of developing leadership skills at various levels, all requiring special attention. This paper provides a comprehensive and practical conceptual framework for successful implementation of distributed leadership in educational organizations, offering practical solutions to overcome these challenges and assisting managers and policymakers in this field.

The present study was conducted with the aim of investigating the relationship between distributed leadership and teachers' self-efficacy and job satisfaction with the mediating role of supportive culture.
The current research is applied and correlational method, the statistical population teachers of girls' elementary schools in the 4th district of Tehran is 658 people, the sample size was estimated to be 343 people based on Morgan's table.The stratified random sampling method is used and data collection instruments are Elmore's distributed leadership, Liu's self-efficacy, Liu's job satisfaction, Liu's and Plotncan's supportive culture questionnaire. In order to confirm the reliability of the instruments, Cronbach's alpha coefficient of distributed leadership questionnaire was estimated 0.8, self-efficacy 0.7, job satisfaction 0.7 and supportive culture questionnaire 0.8.The validity of the mentioned questionnaires has been confirmed by several experts.
The findings show a positive and direct relationship between the distributed leadership and teachers' self-efficacy, job satisfaction and supportive culture, and between supportive culture and teachers' self-efficacy and job satisfaction.Also, it was found that supportive culture does not play a mediating role in the relationship between distributed leadership and teachers' self-efficacy, but it plays this role in the relationship between distributed leadership and teachers' job satisfaction.
Distributed leadership style has played a role in creating the belief of self-efficacy and job satisfaction, as well as supportive culture in turn and can provide the basis for improving teachers' job satisfaction.

This study aimed to Examining relationship between Distributed Leadership of principals and organizational trust of teachers in publics high schools in tehran city. The method of the research is descriptive and its type is correlation. The Population of this study consisted of high school teachers in publics high schools in tehran city. That sample was selected by Multistage sampling and the size of sample was identified based on cochrane formula are 370 . data were collected through distributed leadership questionnaire of Elmor (2001) and organizational trust questionnaire of Researcher made. To determine the validity of the questionnaire, content validity and construct was used and Their reliability was estimated through Cronbach’s alpha coefficient on Pilot study(distributed leadership "0/94" and organizational trust "0/91").. The main findings are: distributed leadership of principals high school in the city of Tehran is above averag. Organizational trust of high school teachers in the city of Tehran and is above average. A positive relationship was found between general indicator of distributed leadership and organizational trust of high school teachers in the city of Tehran. Three components, school culture and leadership experience have a significant contribution to the prediction of organizational trust of the teachers(β=0/37& ./30).

In today's organizations, change and its management are fundamental to organizational and managerial development, because any organization that ignores the change jeopardizes itself. Stable changes in the organization is based on its acceptance by employees and they should have a commitment to change in order to accept organizational changes. Commitment to change is described as a factor that establishes Basic connection between individuals and the goals of change, and is the most important factor in acceptance or failure of change projects in an organization. Therefore, investigating the factors affecting employees' commitment to change is very important. The literature review of research indicates that distributed leadership style, psychological capital and self-efficacy of change have been identified as factors influencing organizational changes. Therefore, this study was conducted aimed to investigate the effect of distributed leadership and psychological capital on the commitment to change with the mediating role of self-efficacy of change in University of Mohaghegh Ardabili

The aim of this study was to investigate the status of DL in senior high schools in Sanandaj and the extent to which DL components are believed by the teachers to be present in the principals’ behaviors. The quantitative approach was used in this study. Statistical population consisted of all teachers (male and female) in public senior high schools in Sanandaj. A sample of 377 teachers from 31 schools was selected through the access sampling method and a researcher-made questionnaire with Cronbach`s Alpha 0.95 was used for collecting the data. Moreover, this questionnaire demonstrated four major components such as Teachers Professional development & School improvement, Traits of Leadership Team, Democracy and Comprehensive Support after the exploratory factor analysis. Results of the chi square test showed that teachers generally believe that principals'''' DL is at an average level. Also, the results of the T-test indicated that female teachers believe their principals utilized more DL related behaviors in their profession area than the male teachers. Finally, based on the results of Aanova, variables of experience and educational level had no impact on the teachers'''' evaluation of their principals'''' DL, that is they reported the principals DL at the same level.

By taking into account a distributed leadership perspective, the current paper examines the impact of distributed leadership on teachers’ organizational commitment and job satisfaction with regards to the meditating role of sense of efficacy of teachers. Research method was descriptive – correlation (especially regression and SEM) and Middle schools teachers of Tehran was the research population from which 160 teachers (male) were selected based on cluster sampling method. Data was collected through four standard questionnaires. The findings show that distributed leadership predicts teachers’ efficacy, satisfaction and commitment and its impact on commitment was higher than the other variables. Distributed leadership has an indirect impact on job satisfaction. Demographic variables predict commitment of teachers higher than job satisfaction as well. Results show that none of demographic variables can’t predict teachers’ efficacy. Finally, teachers’ efficacy has a direct and significant impact on organizational commitment and job satisfaction.

This paper sets out to investigate the link between distributed leadership (DL) , self- efficacy and organizational citizenship behaviors. For this purpose , a standard questionnaire was developed based on seven-point Likert scale and its reliability and validity was tested .Then 198 teachers in Tehran was randomly selected and collected data were analyzed using correlation test and regression equation. The findings show that all 2 hypotheses were confirmed and using DL have positive impact on improving the level of self- efficacy and organizational citizenship behaviors.