Main dimensions of Distributed leadership: A case study of Sanandaj's secondary schools

The main purpose of this paper was to determine the basic and the explanatory components of distributed leadership model in secondary schools. In order to extract the main components of distributed leadership a quantitative approach and exploratory factor analysis of main components were applied. Participants included 377 teachers (242 female and 135 male teachers) who were selected as an access sample from 31 of Sanandaj’s secondary schools. They were asked to complete a questionnaire developed by researchers during the research field work. The questionnaire’s reliability was assessed .95, using Cronbach's alpha coefficient. The findings of exploratory factor analysis showed that the model’s main components based on teachers’ views consisted of four dimensions including the school’s professional and development growth (utilizing the individuals’ capabilities for their professional development), trust-based interactions (social interaction based on organization framework), democracy, and full support (decision making freedom and flexibility in work). These four components explained 59.036% of data variance about the model.