Distributed Leadership and Organizational Commitment in International Schools in China

Arsenio Lumbag Sumeg-ang¹, Jennifer V. Velasquez-Fajanela², Rosario F. Quicho², Elmer D. Dela Rosa^2
1Graduate Student, Distance, Open, and Transnational University, Central Luzon State University
²Professor, Department of Education, Policy and Practice, College of Education, Central Luzon State University

Abstract

This study investigates the relationship among the different dimensions of distributed leadership and organizational commitment, as well as the impact of distributed leadership on organizational commitment of foreign school teachers in international schools in China. A total of 101 respondents from various international schools in China, including Chinese internationalized schools, participated in the study. Data was gathered using the Distributed Leadership Inventory (DLI) developed by Hulpia and Devos and the Organizational Commitment Scale (OCS) by Allen and Meyer. Pearson’s correlation analysis was used to examine the relationship among the variables while multiple regression analysis was used to determine the predictive power of the dimensions of distributed leadership. The findings of the study indicated that the support and coherent leadership dimensions of distributed leadership were significantly correlated with both affective and normative commitment, but not with continuance commitment. Multiple regression analysis revealed that leadership coherence and support significantly predicted affective commitment and normative commitment, respectively. Surprisingly, supervision was a negative predictor of both the affective and normative domains of organizational commitment based on the analysis conducted.

Keywords: distributed leadership, organizational commitment

Article Type: Open Access

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