A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Abstract

The purpose of this study was to determine the relationship between primary school teachers' perceptions on distributed leadership and organizational citizenship behaviors (OCBs). A total of 258 teachers employed in 14 primary schools located in Kastamonu, Turkey participated in this study. Data of the study was collected through "Distributed Leadership Scale" and "Organizational Citizenship Behavior Scale". Descriptive statistics, Pearson product-moment correlation coefficient and simple regression analysis were used to analyze the study data. Findings of the current study revealed that primary school teachers' perceptions of distributed leadership was positively and significantly related to teacher OCBs. Furthermore, distributed leadership was a positive and significant predictor of teacher OCBs. Results of the study were discussed in relation to practical implications in school settings.Keywords: distributed leadership; organizational citizenship; primary school; teacher IntroductionTeachers play a critical role in the designation, implementation, and evaluation of the most effective classroom practices for student learning and achievement (Harris and Lambert, 2003;Tsui and Cheng, 1999). In this regard, OCB is one of the constructs that has continued to interest scholars, practitioners, and policy-makers to influence school effectiveness and improvement (Feather and Rauter, 2004;Nguni et al., 2006;Oplatka, 2006;Organ, 1988Organ, , 1997Ölçüm-Çetin, 2004;Paine and Organ, 2000;Podsakoff et al., 2000;Sezgin, 2005). Teacher OCBs are crucial for schools as the construct relates to non-formally prescribed behaviors including teachers' exerting extra effort and time and taking the responsibility of school improvement individually (Hoy et al., 1991;Somech and Ron, 2007). It is therefore reasonable to suggest that there is a need for further studies investigating the relationship between OCB and other organizational and individual characteristics to contribute to a better understanding of the construct and to make practical implications for practitioners and policy-makers. As pointed out by DiPaola and Tschannen-Moran (2001), principals, teachers, and policy-makers will benefit from research on investigating and learning the variables that foster teacher OCBs to improve and sustain student achievement.

Dağitilmiş Li̇derli̇k İle Örgütsel Vatandaşlik Davranişi Arasindaki̇ İli̇şki̇de Örgütsel Ki̇mli̇ği̇n Rolü

“…Distributed leadership predicts levels of organizational citizenship behavior significantly. Similar to this finding, Kılınç (2014) concluded that distributed leadership is a significant predictor of organizational citizenship behavior in their research conducted with the participation of teachers and Jofreh, Mohammadi and Yasini (2012) with the participation of teachers and school principals. The perception of organizational identity is a significant predictor of organizational citizenship behavior.…”

“…2004); 2000'li yıllarda ampirik çalışmalara konu olmuştur (Chen, 2007;Davis, 2009;ESHA, 2013;Gordon, 2005;Grenda, 2011;Heck ve Hallinger, 2009;Oduro, 2004;Singh, 2014;Smith, 2007;Tian, 2011;Williams, 2011). Türkçe alan yazında ise teorik (Baloğlu, 2011a;Baloğlu, 2011b) oldukça sınırlı sayıda ve ampirik olarak (Adıgüzelli, 2016;Ağırdaş, 2014;Arabacı, Karabatak ve Polat, 2016;Baloğlu, 2012;Çakır, 2018;İşcan, 2014;Kılınç, 2014;Korkmaz ve Gündüz, 2011;Özdemir, 2012 Yulianti, 2014). Ancak dağıtılmış liderlik ile örgütsel kimlik arasındaki ilişkiyi inceleyen herhangi bir çalışmaya ulaşılamamıştır.…”

“…Yapılan regresyon analizine göre dağıtılmış liderliğin örgütsel vatandaşlık davranışı üzerindeki etkisi pozitif ve anlamlıdır. Bu bulguya benzer olarak Kılınç (2014) öğretmenlerin katılımıyla gerçekleştirdiği, Jofreh, Mohammadi ve Yasini (2012) öğretmen ve okul müdürlerinin katılımıyla gerçekleştirdikleri araştırmalarda dağıtılmış liderliğin örgütsel vatandaşlık davranışının anlamlı bir yordayıcısı olduğu sonucuna ulaşmışlardır. Bu noktada işbirliği, adalet, güven, ortak amaçlar, karara katılım gibi dağıtılmış liderlikte ön plana çıkan unsurların görev bilinci, uyumluluk ve gönüllülük gibi örgütsel vatandaşlık davranışlarının oluşumunda olumlu etkiye sahip oldukları söylenebilir.…”

Effects of Distributed Leadership on Teachers’ Job Satisfaction, Organizational Commitment and Organizational Citizenship

“…In addition, the studies in educational organizations also reveal that leadership behaviours of school administrators have a positive impact on teachers' OCB (Çetin, Korkmaz, & Çakmakçı, 2012;Koh, Steers, & Terborg, 1995;Nguni et al, 2006;Oğuz, 2011). Another research from distributive perspective shows that distributed leadership is a significant and positive predictor of teacher's OCB (Kılınç, 2014).…”

“…Both in Turkish (Çetin et al, 2012;Oğuz, 2011;Yılmaz & Ceylan, 2011), and international literature (Bogler, 2001;Kim, 2002;Hulpia et al, 2009b;Jacobs, 2010;Nguni et al, 2006;Podsakoff et al, 1996) there are numerous studies examining the relationship between different leadership approaches with teachers' JS, OC and OCB. However, there are few research studies (Berjaoui & Karami-Akkary, 2019;Hulpia & Devos, 2010;Hulpia et al, 2009b;Jacobs, 2010;Kılınç, 2014) dealing with distributed leadership and its relationship with the organizational variables.…”