The purpose of this study is to investigate the relationship between distributed leadership style of managers and the attitude of high school teachers in organizational change in Gonabad city. The research method is descriptive correlational. The statistical population consisted of all high school teachers in high school of Gonabad in the academic year 2015-2015, of which 1070 were selected using the Krejcie and Morgan table of optimum volume of 285 students by proportional stratified sampling. Data were collected using the Ilmoor 20-item Leadership Inventory (2000) and the 18-item Attitude toward Change Questionnaire. Data were collected using the Elmour 20-item Leadership (2000) and the 18-item Organizational Change Attitude Questionnaire (Dunham et al., 1989). Content validity was used to determine the validity of the questionnaire and was approved by experts in this field. The reliability of the questionnaires using Cronbach's alpha coefficient was 0. 87, respectively. And 83 /. Evaluated. Data were analyzed using Pearson correlation coefficient and standard multiple regression. The findings showed that distributed leadership status of managers and attitude toward organizational change was higher than the average and hypothetical average and there was a significant relationship between distributed leadership and attitude toward organizational change. It was also found that distributed leadership dimensions had a significant explanation of attitude toward organizational change of teachers (R2 = 0. 17).

In order to explore the cultural domains of Tehrani elementary schools vis-à-vis distributed leadership, a sample of 16 teachers, 8 assistant principals, and 8 principals was selected purposefully from districts 2, 6, and 11. The informants were interviewed in a semi-structured fashion. Data analyses revealed 19 main factors upon which a model for the cultural domains of the elementary schools in Tehran was developed. These factors stem from the respondents’ understanding and interpretation of the school cultural aspects. In the selective coding stage a central factor from among all the main factors, namely the dominance of an individualistic atmosphere, was extracted, upon which a theoretical narrative is developed. Finally, in the light of the analyses of the schools’ cultural aspects, the possibilities of implementing distributed leadership in Tehrani elementary schools is discussed.

The goal of this research was to study the relationship between principals’ distributed leadership style and teachers’ job performance as mediated by the two variables of organizational commitment and emotional intelligence. Research method was descriptive-correlational and the data was collected through a survey. A sample of 186 teachers were randomly selected out of a population all secondary school teachers in the city of Mehran. Research instruments included organizational commitment questionnaire (Allen & Meyer, 1991) with an alpha coefficient of 0.86, Weisinger’s IQ test (1998) with an alpha coefficient of 0.78, job performance questionnaire of Behrman and Perreault (1984) with alpha coefficients of 0.86 and 0.78 for behavioral performance and achievement respectively, and Leadership questionnaire of Delaware Education Research and Development Center (DERDC) with an alpha coefficient of 0.74. The results from this survey suggest that distributed leadership style had a significant relationship with job performance of teachers. It was also significantly and positively correlated with organizational commitment and emotional intelligence. The organizational commitment and emotional intelligence as mediator variables had a significantly positive relationship with job performance. Practical implications of the study findings for research and experience have been discussed in the paper.

the aim of this study was to investigate the relationship between distributive leadership style and school effectiveness with the mediation of job motivation of public school teachers in astara city. a descriptive correlation method was used. the statistical population includes all teachers of public schools in astara city in the academic year of 2018-2019 who were selected using stratified random sampling method and 245 people based on morgan table. to collect the required data, gordon standard distributed leadership style questionnaire, hoy and ferguson schools, and schaufeli and salanova job engagement questionnaires were used. smart pls and spss software were used to analyze the data. the results showed that distributive leadership has a positive and significant direct effect on job engagement (0/28). distributive leadership has a positive and significant direct effect on the effectineness of schools(0/76). job enthusiasm has a positive and significant direct effect on the effectiveness of schools(0/48). distributive leadership through job engagement has a positive and significant indirect effect on schools effectiveness(0/40).

A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.

Distributed leadership moves beyond the philosophy that leadership is generated solely by the role and position of the principal and instead frames leadership as a practice that involves an array of individuals whose dynamic interactions mobilize and guide teachers in the process of instructional change. Spillane (2001, 2005, 2007) developed a distributed perspective on leadership that shifted the focus from the gallant actions of the school principal to the results of the combined interactions of school leaders, followers, and their use of artifacts in various situations. The purpose of this study was to examine the distributed leadership practices of principals in primary schools from the viewpoint of their teachers and to identify the conditions for the establishment of distributed leadership in these schools in Mashhad, Iran. The survey method was conducted on all the primary school teachers in the third districts of Mashhad and Tabadkan. In total, 335 teachers were selected as the sample population using Morgan's table. Data were collected using Spillane 's scale and interview. In the conceptual framework proposed by Spillane (2002), the four dimensions of distributed leadership include mission, culture, shared responsibility, and leadership experiences. In terms of mission, vision, and goals, special emphasis is placed on the knowledge of all school members about the school's goals, which examines the current status of distributed leadership in schools indicating the above-average average of this variable in our schools. Based on the results of this study, the mean of distributed leadership was 3. 683. it seems distributed leadership is a complex phenomenon with teachers engaged in all four dimensions in the primary schools. Accordingly, distributive leadership status in the primary schools was above the average level. As a result of comparing the current and desirable status, there was a significant difference between the current situation and the desirable status of distributed leadership in the schools studied. The main gap between the status quo and the desirable component of participatory decision making seems to be that in the schools studied to track students' educational needs, there is usually no regular meeting with counselors or educational professionals and no attention is paid to students with needs. moreover, it seems that teacher evaluation results are used less to evaluate school curricula and teacher's useless feedback and evaluation results and manager observations to improve classroom instruction. Based on the findings of this study, it seems that the approach of the studied schools has been inclined towards distributive leadership, especially in the last five years, also the school principals, have tried to recognize the goals particularly in the field of mission, attitude, and goals of the school. However, as it was stated earlier to inform all members about the goals and to involve the members in the implementation of the goals and also to align the goals of the school with the educational goals, more work is needed, which shows the gap between the current situation and the desired one. According to the interview data, the establishment of distributed leadership in primary schools requires the incorporation of concepts such as vision and goal setting, organization, optimism culture, enabler structure, and student-centered. Studies in Iran so far have not looked at school prospects and organizations as components of distributed leadership, but there has been some research into the culture of optimism and its underlying components such as self-efficacy and academic achievement as well as professional empowerment. In sum, this study revealed the acceptable attention to organizing people in appropriate situations to share school responsibilities and complete tasks by individuals, also to expand and develop leadership capabilities and publish leadership tasks among individuals in the school social network and the spread of school culture. As a growing body of research on distributed leadership has begun to influence of this leadership style on school performance and student learning. For example, the results of Abbasian et al. (2012), Gholami et al. (2014), Mohammadi (2011), Nasiri et al. (1395), Arianfar et al. (9013) studies, in line with the results of this study, confirmed that the distributed leadership status in primary schools especially in Iran. It is slightly above average in schools. However, Spielan (2005), Groen (2002), Bennett (203), and Ilzofeng (2001) emphasized on the school landscape component. In the school organization component, the status of the schools under study was reported to be above average. In the school organization, the focus is on knowledge, education, and learning in the context of school culture. The results of this study showed a moderate focus on organizing people in the right situations to share school responsibilities and completing tasks by individuals and expanding and developing. Leadership capabilities and dissemination of leadership tasks among individuals in the school social network and the prevalence of school culture. Consideration of the component of individual organization based on leadership tasks has also been emphasized in the studies of Harris (2008); Lewis et al. (2009); Woodsograwen (2009); Woods et al. (2004); Bennett et al. (2003). Participatory decision making also had a higher-than-average mean in this research, a point that scholars such as Lewis, Mayrowitz, Smiley, and Murphy, Van Amijd, Bilesbury, and Van Morsi, (2009); Timberley, 2008; Mayrowitz et al., (2007), They have emphasized it. In this study, leadership behaviors were above average, a topic that has been mentioned in Spillane’ s theory of leadership experiences that includes leadership tools, thoughts, and intentions. These results were consistent with the findings of scholars (e. g., Lewis; Leitz Wood & Growan 2000; Storm, Wall, 2004; Bush; Gluner, 2003). This study supports the creation of conditionss for principals and teacher teams to attend professional development that allows them to work alongside one another to improve the leadership practices in their schools. Traditional approaches to professional development are designed so that principals and teachers attend professional development school performance. opportunities separately and often unrelated to one another. Thus, principal preparation programs must create courses that incorporate complex and multidimensional activities to develop their capacity to identify the strengths of their teachers, provide opportunities for teachers to take on leadership roles in their areas of interest or expertise, and guide and direct the teachers to utilize material and cultural artifacts in order to improve.

Introduction: Ethical leadership is leadership focused on appropriate behavior through respect for ethics and values, as well as the rights and dignity of others. Ethical leadership can add value to businesses by motivating employees and fulfilling company values. Therefore, the present research was conducted with the aim of analyzing the relationship between ethical leadership and cooperative social responsibility and the moral climate of the organization. Material & Methods: The current research is applied in terms of purpose and descriptive and correlational in terms of data collection method. The statistical population of this research included all employees of Management and Science University (MSU) in Malaysia. Among them, 200 people were selected as the research sample using a simple random sampling method. A standard questionnaire was used to collect data. The data was analyzed by structural equation modeling method. Results: The results of statistical analysis showed that ethical leadership has a direct and positive effect on cooperative social responsibility and ethical climate. Also, moral climate has a direct and positive effect on cooperative social responsibility. At the same time, ethical leadership has an indirect and positive effect on cooperative social responsibility through the mediation of ethical climate. Conclusion: Ethical leadership can affect their social responsibility by inspiring employees to motivate and align with the company's values. The results of this research showed that ethical leadership leads to greater employee satisfaction and collaborative responsibility and leads to the formation of an ethical atmosphere in the organization

The most important concern of today's educational organizations is to create and improve of effectiveness schools. Considering the importance of the role of leadership in the effectiveness of schools achievement, the aim of this study was to determine the mediating role of teachers' citizenship behavior in the relationship between distributive leadership and school effectiveness. The present study was a correlational study based on structural equation modeling. The statistical population of the present study is all teachers of public schools in Astara city in the 98-97 academic year. The total number of teachers is 640, of which 230 teachers were selected through stratified sampling. The selected samples answered the Distributive Leadership Questionnaire, the Teacher Citizenship Behavior Questionnaire and the School Effectiveness Questionnaire. Data were analyzed using SPSS software version 26, AMOS version 24. Bootstrap method was used to analyze mediator relationships in Preacher and Hayes software. Structural equation modeling fit indices showed that the proposed model of the present study has a good fit with the collected data (RMSEA = 0. 07, CFI = 0. 986, TLI = 0. 964, NFI = 0. 978, FIFI = 0. 986). Findings showed that distributive leadership has a positive and significant effect on teachers' citizenship behavior and on school effectiveness. In addition, teacher citizenship behavior plays a complementary mediating role between distributive leadership and teacher citizenship behavior.

AbstractPurpose: The velocity of change in the surrounding world has forced them to identify those factors which impact their change capacity. The present study was conducted to identify and prioritize influential factors on organizational change capacity.Methodology: In terms of purpose, this was explorative and applied research. Its population included ten familiar experts with research subjects in a research and training center. By reviewing the literature on change capacity, relevant, influential factors were identified, and they were concurred by the fuzzy Delphi technique, and then they were ranked. After recognizing influential factors, a pair comparisons questionnaire was distributed among ten experts, and after gathering the questionnaires, effecting factors were ranked using the Expert Choice11 Software package and AHP technique.Findings: Results show that organizational culture, structure, and style of leadership were the main factors that impacted change capacity.Conclusion: The influential factors can be divided into three categories: environmental, content, and structural elements. Environmental factors include environment and innovation; content factors include team working, intellectual capital, leadership, political behavior, and human resource management; Structural elements include strategy, structure, organizational policies, information technology, knowledge management, and technology. Value: This is the first time in the literature that the influential variables affecting the change capacity were recognized and categorized in a conceptual classification that has not been seen in the previous research.