Investigating the Relationship between Level Five Leadership and Distributive Leadership with Organizational Excellence of Schools through Structural and Psychological Empowerment of Teachers

The purpose of this study was to investigate the relationship between level five leadership and distributive leadership with organizational excellence in schools through structural and psychological empowerment of teachers. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all primary school teachers in Fars province in the academic year 1399-1400 with 16264 people, according to the classes of the research community such as the type of region (privileged, semi-privileged and deprived), the number of cities / districts (39) and gender (male and female) by stratified random sampling method based on Cochran's formula The volume of 375 people was selected. Data collection was based on five questionnaires of level five leadership Cham Asmani, Almore distributive leadership, psychological empowerment of Spritzer, structural empowerment of Kordanij, Bakhshizadeh and Fatehalahi and Amarloo organizational excellence, whose Cronbach's alpha coefficient 0.96, 0.92, 0.94, 0.93 and 0.91 were obtained, respectively. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data were analyzed using SPSS and LISREL software. The results showed that: level five leadership has a direct, positive and significant relationship with psychological empowerment and organizational excellence of schools; Level five leadership has an indirect, positive and significant relationship with the organizational excellence of schools through psychological empowerment; Distributive leadership has a direct, positive and significant relationship with structural empowerment and organizational excellence of schools; Distributive leadership has an indirect, positive and significant relationship with the organizational excellence of schools through structural empowerment. In fact, level five and distribution leaders, along with the mediating role of psychological empowerment and structural empowerment of teachers, have an effective role in the excellence and organizational excellence of schools. Therefore, if school principals and leaders use Level five leadership and distributive leadership strategies and in this process use strategies such as psychological and structural empowerment, they can create favorable conditions for cooperation and participation of teachers as much as possible to grow and improve the level. Provide schools in all dimensions and organizational excellence of the school.