Term of Award
Spring 2010
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Linda Arthur
Committee Member 1
James Green
Committee Member 2
John Lairsey
Abstract
The purpose of this study is to determine the degree of the relationship between distributed leadership as perceived by teachers and the affective commitment of teachers. Participants in this study were administered an instrument containing two surveys, the revised Affective Commitment Scale (ACS) (Allen & Meyer, 1990) and the Leadership Density Inventory (LDI) (Smith, Ross, & Robichaux, 2004). The ACS was used to assess the participants' level of affective commitment, and the LDI was used to measure the practice of distributed leadership in the participants' schools. The surveys were distributed to teachers in fifteen schools located in four school districts in a rural, South Georgia Regional Educational Service Agency (RESA) district. The response rate for this study was 84.2%. A Spearman rho correlation coefficient was used to determine the degree of the relationship between distributed leadership and the affective commitment of teachers. The findings revealed that a moderate, positive relationship existed between the practice of distributed leadership and the affective commitment of teachers. Teachers showed a greater commitment to their schools when leadership was shared among all stakeholders, especially teachers.
Recommended Citation
Jacobs, Gregory Edmond, "The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers" (2010). Electronic Theses and Dissertations. 349.
https://digitalcommons.georgiasouthern.edu/etd/349
Research Data and Supplementary Material
No
