Abstract:
This study conducted on the relationship between distributed leadership and teachers'
organizational commitment in secondary school of Jimma zone. For this, the study employed
correlational research design and a quantitative research method comprising of ten
randomly sampled secondary schools. The study was conducted from December 2021 to
November 2022G.C. The sample for the study consisted of 147 teachers and 20 leaders from
10 secondary schools. The teacher’s respondents were selected by simple random sampling
technique because of their limited in number while leaders were selected by availability
sampling technique because of their manageability in number and they were needed for the
problem under study to fill in a standardized questionnaire on the distributive leadership
practice of their school. 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.
Primary data was used for this study. Questionnaire was data collection tools used for this
study. Data gathered through questionnaire were analyzed using suitable statistical tool such
as frequency, percentage, mean, standard deviation and average mean and used by
computing the data on SPSS version 22. The Pearson’s correlation coefficient was employed
to examine the magnitude and direction of the relationship between distributive leadership
and teachers’ organizational commitment. Based on the analysis of the data, it was found
that the distributed leadership practices (M = 3.46, SD = 0.55) and overall teachers’
organizational commitment (M = 3.37, SD = 0.54) were found to be moderate. Moreover, the
study revealed a positive, moderate, and significant relationship between distributed
leadership practices and teachers' organizational commitment (r =.485, n=167 p
=.01).Accordingly, thus, based up on finding, conclusion and recommended the study
revealed those teachers’ organizational commitments should be improved by introducing
distributive leadership practices and training. Finally, the study recommended that
distributive leadership practice should strengthen the relationship of the school with
stakeholders to accomplish tasks collaboratively and with committed teachers to achieve
good results.
