The Effect of Principal's Distributed Leadership Style on Teacher job Performance: Introducing a Model

The goal of this research was to study the relationship between principals’ distributed leadership style and teachers’ job performance as mediated by the two variables of organizational commitment and emotional intelligence. Research method was descriptive-correlational and the data was collected through a survey. A sample of 186 teachers were randomly selected out of a population all secondary school teachers in the city of Mehran. Research instruments included organizational commitment questionnaire (Allen & Meyer, 1991) with an alpha coefficient of 0/86, Weisinger’s IQ test (1998) with an alpha coefficient of 0/78, job performance questionnaire of Behrman and Perreault (1984) with alpha coefficients of 0/86 and 0/78 for behavioral performance and achievement respectively, and Leadership questionnaire of Delaware Education Research and Development Center (DERDC) with an alpha coefficient of 0/74. The results from this survey suggest that distributed leadership style had a significant relationship with job performance of teachers. It was also significantly and positively correlated with organizational commitment and emotional intelligence. The organiz¬ational commitment and emotional intelligence as mediator variables had a significantly positive relationship with job performance. Practical implications of the study findings for research and experience have been discussed in the paper.