أسلوب القيادة الموزعة في المدارس الإبتدائية بالعاصمة المقدسة وعلاقته بالإلتزام التنظيمي لدي المعلمين

This study aimed to explore how primary school leaders
practice distributed leadership in Makkah. It aimed also to explore
teachers' organizational commitment. Moreover, it aimed to
investigate the statistical differences among teachers' responses
regarding practice of distributed leadership method and their
organizational commitment due to the differences of gender and
years of instructional experience. Additionally; it aimed to explore
whether there is a significant correlation between the distributed
leadership degree of practice and teachers' organizational
commitment.
The study used quantitative approach using survey and correlation
method the researcher used Hulpia et al., 2010 scale, known as the
Distributed Leadership Inventory (DLI), to measure the degree of
practice of Makkah primary school leaders for the distributed fourdimensional
leadership method: leadership team collaboration,
leadership support, leadership supervision, Participation in decisionmaking).
The researcher also relied on the (Mowday et al., 1979)
questionnaire known as (Organizational Commitment Questionnaire)
expressed in OCQ to measure the organizational commitment of
teachers. The sample of the study was chosen by the random
stratified method, and the number of its members was (573) by a
percent of (6.3) of the study population.
The study findings were as follows: Makkah primary school
leaders' practice for the distributed leadership method came high,
and the order of the dimensions was descending as follows:
Leadership supervision, leadership team collaboration, leadership
support and participation in decision-making, teachers'
organizational commitment was high pursuant to their
views.Moreover, the study also revealed that there was a significant
positive relationship at the level of (0.01) among primary leaders
practice degree in Makkah for the distributed leadership method and
the teachers' organizational commitment.
There were statistically significant differences between the
averages of teachers' responses to their assessment of their leaders'
behavior regarding the distributed leadership method and their
assessment of organizational commitment, which was due to gender
differences in favor of female teachers, while there were no
statistically significant differences between teachers' response
averages about their assessment for their leaders regarding
organizational commitment due to differences of instructional years
of experience.