School Principals’ Distributed Leadership Style, Teachers’ Job Satisfaction And Organizational Commitment: A Case Of Low-Income And Underdeveloped Country

Abstract

This research article investigates the effects of school principals' distributed leadership style on teachers' job satisfaction and organizational commitment in a low-income, underdeveloped country. Data was collected from 650 school teachers working at 65 conveniently selected private secondary schools in Kabul, the capital city of Afghanistan. Statistical procedures such as descriptive statistics, reliability, validity, goodness of fit, and SEM were utilized to analyze the data quantitatively. The analysis results showed that principles distributed leadership style significantly affected teachers’ job satisfaction (Beta = 0.425, t = 12.142) and organizational commitment (Beta = 0.387, t = 9.439) in private schools in Afghanistan. In addition, the results indicated that organizational commitment mediated the relationship between distributed leadership and teachers’ job satisfaction (Beta = 0.142, t = 7.474). The results also suggested that teachers’ work experience positively influenced their level of commitment and job satisfaction, while their age had no significant impact on the mentioned variables.