Relationship between School Principals’ Distributed Leadership Style and Teachers’ Organizational Commitment in Public Secondary Schools in Anambra State, Nigeria


  •   Victoria Chimezie Mbonu

  •   Ifeanyi Mathew Azuji


This study investigated the relationship between school principals’ distributed leadership style and teachers‟ organizational commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study while one null hypothesis was tested at a 0.05 level of significance. Correlational research design was used in conducting the study. The sample comprised of 1,105 teachers. Two research instruments, namely; Leadership Density Inventory (LDI) (Smith, Ross, and Robichaux, 2004) and Organisational Commitment Questionnaire (OCQ) were used for data collection. The reliability coefficient value of the instruments is as follows; r = 0.85 for LDI and 0.73 for CDQ. Copies of the instruments were distributed by the researchers through direct delivery to the respondents. Pearson Product-Moment Correlation Coefficient was used to answer the research question, while a t-test of significance of relationship was used in testing the null hypothesis. The findings of the study showed, among others, that there is a significant low positive relationship between the distributed leadership style of Secondary school principals in Anambra State and the teacher’s commitment to the organisation. Based on the findings of the study, it is recommended that increased knowledge of the relationship between distributed leadership and teacher commitment should be applied by the school management commission in order to equip principals and other school leaders.

Keywords: principals’ leadership style, organizational commitment, distributed leadership, public schools


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How to Cite
Mbonu, V., & Azuji, I. (2021). Relationship between School Principals’ Distributed Leadership Style and Teachers’ Organizational Commitment in Public Secondary Schools in Anambra State, Nigeria. European Journal of Education and Pedagogy, 2(1), 7-11.