Abstract:
The purpose of this study was to assess the relationship between distributed leadership
practices and teachers’ organizational commitment in secondary schools of the Jimma
Zone. A correlation research design using quantitative research methods was employed.
The sample for the study consisted of 278 teachers, who were selected through simple
random sampling from 17 secondary schools. Standardized questionnaires such as the
Distributed Leadership Inventory, which was developed by Hulpia & Devos in 2009, and
the Organizational Commitment Questionnaire, developed by Allen & Meyer in 1997,
were used to gather data. The data were analyzed using both descriptive (frequency,
percentages, mean and standard deviations) and inferential statistics (Pearson’s product
moment correlation and standard multiple regressions) with the help of SPSS version 25.
Based on the analysis of the data, it was found that the distributed leadership practices
(M = 2.98, SD = 0.95) and overall teachers’ organizational commitment (M = 2.65, SD
= 0.93) were found to be low. Moreover, the study revealed a positive, moderate, and
significant relationship between distributed leadership practices and teachers'
organizational commitment (r =.477, n=273, p =.00). Furthermore, distributed
leadership variables such as team leadership (B = 0.354, p =.001), leadership support
(B = 0.226, p = 0.014), and participation in decision-making (B= 0.075, p =
0.048) were found to significantly predict teachers' organizational commitment. The
study concluded that the school leaders were not effectively practicing the distributed
leadership practices. Based on the findings, The following recommendations were
made: Z ED, in collaboration with WEO, it is better to provide on-the-job training to
school leaders and teachers regarding leadership practices in the form of workshops; in
order to build a teamwork culture and make it more effective, school principals
advisable to hold regular meetings and in-service training programs on distributed
leadership guideline to improve teachers’ commitment; and it is also recommended for
school principals to place emphasis on increasing school leaders' awareness about how
distributed leadership practices can help improve teachers' commitment
