The nature of distributed leadership and teachers’ organizational commitment in large private schools in Lebanon -

Abstract

Effects of distributed leadership on teachers’ organizational commitment in Lebanon are discussed in this research study. An investigation of the leadership practices with an emphasis on examining aspects of distributed leadership gave insights into the reasons for teachers’ commitment to their school in this context. This study followed a qualitative approach, case study design, using mixed methods in collecting data to explore and understand leadership aspects in schools with high and low levels of teacher commitment; it also compared them to Hulpia’s et al. (2010) distributed leadership framework. Findings of the study add to the theoretical understanding of the relationship between teachers’ commitment to their school and distributed leadership in the Lebanese school context. The results found that in the high-ranked committed school, distributed leadership is high whereas in the low-ranked committed school, distributed leadership in low. The results showed that the high-ranked committed school is led by a cooperative large formal leadership team. School leaders put much emphasis on personal interaction with teachers providing support and monitoring their work. Leadership at the school is not restricted to formal leadership positions; teachers have a participative role in the decision-making process. On the other hand, the results showed that the low-ranked committed school is led by a solo leader with a limited role for the leadership team. Due to the rigid school structure, school leadership failed to provide teachers the support they needed. Teachers are not involved in the decision-making process; they play minimal role in decisions that matter to them. The study offers recommendations to policy makers as they design training programs for school improvement and prepare those who will occupy leadership positions.