A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Autor/in	Kilinç, Ali Çagatay
Titel	A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers
Quelle	In: Journal of Curriculum and Teaching, 3 (2014) 2, S.69-78 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Statistical Analysis; Citizenship; Elementary School Teachers; Teacher Attitudes; Foreign Countries; Regression (Statistics); Predictor Variables; Questionnaires; Leadership; Correlation; Leadership Responsibility; Organizational Effectiveness; Leadership Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Statistische Analyse; Staatsbürgerschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Regression; Regressionsanalyse; Prädiktor; Fragebogen; Führung; Führungsposition; Korrelation; Unternehmenserfolg; Führungseffizienz; Türkei
Abstract	The purpose of this study was to determine the relationship between primary school teachers' perceptions on distributed leadership and organizational citizenship behaviors (OCBs). A total of 258 teachers employed in 14 primary schools located in Kastamonu, Turkey participated in this study. Data of the study was collected through "Distributed Leadership Scale" and "Organizational Citizenship Behavior Scale". Descriptive statistics, Pearson product-moment correlation coefficient and simple regression analysis were used to analyze the study data. Findings of the current study revealed that primary school teachers' perceptions of distributed leadership was positively and significantly related to teacher OCBs. Furthermore, distributed leadership was a positive and significant predictor of teacher OCBs. Results of the study were discussed in relation to practical implications in school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04