The Relationship between Distributed Leadership Style with Job Performance and Teacher’s Academic Optimism

The goal of this research was to study the relationship between principals’ distributed leadership style with teachers’ job performance and academic optimism. Research method was descriptive-correlational and the data was collected through a survey. A sample of 285 teachers were stratified random selected out of a population all secondary school teachers in the city of Zahedan. Research instruments included distributed leadership style questionnaire (Gholami et al. , 2014) with an alpha coefficient of 0/88, ، job performance (Paterson, 1990) questionnaire with alpha coefficients of 0/8, and Academic Optimism questionnaire (Beard et al. , 2005) with an alpha coefficient of 0/87. To analyze the obtained data, Pearson correlation coefficient and simultaneous regression analysis were used via SPSS21. According to the results, the correlation coefficients between distributed leadership and components of teachers' professional development, trust, democracy, and full support with job performance were respectively 0. 596, 0. 303, 0. 516, 0. 348, and 0. 35 (P<0. 01). Moreover, the results of multiple regression analysis revealed that distributive leadership style can predict %36/7 of the variance job performance. Additionally, the correlation coefficients between distributed leadership and components of teachers' professional development, trust, democracy, and full support with academic optimism were respectively 0. 488, 0. 269, 0. 421, 0. 27, and 0. 311 (P<0. 01). Moreover, the results of multiple regression analysis revealed that distributive leadership style can predict %25/2 of the variance academic optimism. Based on the results it can be concluded that by using distributed leadership style in school, job performance and optimism school teachers increased.