بررسی رابطه‌ی رهبری سطح پنج و رهبری توزیعی با تعالی سازمانی مدارس بواسطه توانمندسازی ساختاری و روان‌شناختی معلّمان

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 5، دوره 14، شماره 2 - شماره پیاپی 60، خرداد و تیر 1402، صفحه 85-61   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.27572.5504

نویسندگان

حسین معجونی^{* 1}؛ محمد رضا اردلان²؛ سیروس قنبری³؛ افشین افضلی⁴

¹دانشجوی دکترای مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

²دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

³استاد گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

⁴استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

تاریخ دریافت: 20 اسفند 1399،  تاریخ بازنگری: 01 مرداد 1400،  تاریخ پذیرش: 13 مرداد 1400 

چکیده

هدف پژوهش حاضر بررسی رابطه‌ی رهبری سطح پنج و رهبری توزیعی با تعالی سازمانی مدارس بواسطه توانمندسازی ساختاری و روان-شناختی معلّمان بود. روش پژوهش توصیفی از نوع همبستگی با تأکید بر معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیّه معلّمان مدارس ابتدایی استان فارس در سال تحصیلی 1400-1399 به تعداد 16264 نفر بودند، با توجّه به طبقات جامعه پژوهش مانند نوع منطقه(برخوردار، نیمه‌برخوردار و محروم)، تعداد شهرستان/ناحیه(39) و جنسیّت(مرد و زن) به روش نمونه‌گیری تصادفی طبقه‌ای نسبتی و بر مبنای فرمول کوکران نمونه‌ای به حجم 375 نفر انتخاب شد. جمع‌آوری داده‌ها بر اساس پنج پرسشنامه رهبری سطح پنج چم آسمانی، رهبری توزیعی المور، توانمندسازی روان‌شناختی اسپریتزر، توانمندسازی ساختاری کردنائیج، بخشی‌زاده و فتح‌الهی و تعالی سازمانی عمارلو صورت گرفت که ضریب آلفای کرانباخ آن‌ها به ترتیب: 96/0، 92/0، 94/0، 93/0 و 91/0 به دست آمد. تجزیه ‌و تحلیل داده‌ها با به‌کارگیری دو نرم‌افزار SPSS و LISREL صورت پذیرفت. نتایج نشان داد که: رهبری سطح پنج رابطه مستقیم، مثبت و معنادار با توانمندسازی روان‌شناختی و تعالی سازمانی مدارس دارد؛ رهبری سطح پنج بواسطه توانمندسازی روان‌شناختی رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس دارد؛ رهبری توزیعی رابطه مستقیم، مثبت و معنادار با توانمندسازی ساختاری و تعالی سازمانی مدارس دارد؛ رهبری توزیعی بواسطه توانمندسازی ساختاری رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس دارد. در واقع رهبران سطح پنج و رهبران توزیعی به همراه نقش میانجی توانمندسازی روان‌شناختی و توانمندسازی ساختاری معلّمان دارای نقش مؤثّری در سرآمدی و تعالی سازمانی مدارس می‌باشند. بنابراین چنانچه مدیران و رهبران مدارس از راهکارهای رهبری سطح پنج و رهبری توزیعی استفاده نموده و در این فرایند از راهبردهایی مانند توانمندسازی روان‌شناختی و ساختاری بهره گیرند، می‌توانند شرایط مساعدی جهت همکاری و مشارکت هر چه بیشتر معلّمان جهت رشد و ارتقاء سطح مدرسه در تمامی ابعاد و تعالی سازمانی مدرسه فراهم کنند.

کلیدواژه‌ها

رهبری سطح پنج؛ رهبری توزیعی؛ توانمندسازی روان‌شناختی؛ توانمندسازی ساختاری؛ تعالی سازمانی مدارس

عنوان مقاله [English]

Investigating the Relationship between Level Five Leadership and Distributive Leadership with Organizational Excellence of Schools through Structural and Psychological Empowerment of Teachers

نویسندگان [English]

hosein majouni¹؛ Mohammad Reza Ardalan²؛ siroos ghanbari³؛ Afshin Afzali⁴

¹PhD Student in Educational Management, Faculty of Humanities, Bu-Ali Sina University, Hamadan, Iran

²Associate Professor of Educational Management, Faculty of Humanities, Bu-Ali Sina University, Hamadan, Iran

³Professor; Department of Educational Sciences, Faculty of Humanities Sciences, Bu-Ali Sina University, Hamedan, Iran

⁴Associate Professor of Educational Management, Faculty of Humanities, Bu-Ali Sina University, Hamadan, Iran

چکیده [English]

The purpose of this study was to investigate the relationship between level five leadership and distributive leadership with organizational excellence in schools through structural and psychological empowerment of teachers. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all primary school teachers in Fars province in the academic year 1399-1400 with 16264 people, according to the classes of the research community such as the type of region (privileged, semi-privileged and deprived), the number of cities / districts (39) and gender (male and female) by stratified random sampling method based on Cochran's formula The volume of 375 people was selected. Data collection was based on five questionnaires of level five leadership Cham Asmani, Almore distributive leadership, psychological empowerment of Spritzer, structural empowerment of Kordanij, Bakhshizadeh and Fatehalahi and Amarloo organizational excellence, whose Cronbach's alpha coefficient 0.96, 0.92, 0.94, 0.93 and 0.91 were obtained, respectively. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data were analyzed using SPSS and LISREL software. The results showed that: level five leadership has a direct, positive and significant relationship with psychological empowerment and organizational excellence of schools; Level five leadership has an indirect, positive and significant relationship with the organizational excellence of schools through psychological empowerment; Distributive leadership has a direct, positive and significant relationship with structural empowerment and organizational excellence of schools; Distributive leadership has an indirect, positive and significant relationship with the organizational excellence of schools through structural empowerment. In fact, level five and distribution leaders, along with the mediating role of psychological empowerment and structural empowerment of teachers, have an effective role in the excellence and organizational excellence of schools. Therefore, if school principals and leaders use Level five leadership and distributive leadership strategies and in this process use strategies such as psychological and structural empowerment, they can create favorable conditions for cooperation and participation of teachers as much as possible to grow and improve the level. Provide schools in all dimensions and organizational excellence of the school.

کلیدواژه‌ها [English]

Level Five Leadership, Distributive Leadership, Psychological Empowerment, Structural Empowerment, Organizational Excellence of Schools

مراجع

Abdollazadeh, S. (2017). The relationship between the components of distributed leadershipwith creativity of employees, organizational silence and organizational capabilities (Department of Education city of Bukan). Master Thesis, Faculty of Agriculture Department of Education Management, Urmia University. [in Persian].

Abedzadeh, M. (2016). The impact of structural empowerment on psychological empowerment (Evidence from:staff of rasht rasoule akram hospitals nurses). Master Thesis, Payam Noor Univercity, Department of management. [in Persian].

Aghavirdi, B., Moghaddasi, A., & Sharifzadeh, F. (2016). Factors affecting human resource empowerment for organizational excellence (Case study: Customs of the Islamic Republic of Iran). Journal of Human Resource Management, 6(3), 45-70. [in Persian].

Ahoopay, A. (2016). Readiness Evaluation for Implementing Organizational Excellence Based on EFQM Model. Master Thesis, Persian Gulf University. [in Persian].

AL-Abrrow, H., Abdullah, H., & Atshan, N. (2019). Effect of organisational integrity and leadership behaviour on organisational excellence: Mediator role of work engagement. International Journal of Organizational Analysis, 27(4), 972-985.

Alhefiti, S., Ameen, A., & Bhaumik, A. (2019). The Impact of the Leadership and Strategy Management on Organizational Excellence: Moderating role of Organizational Culture. Journal of Advanced Research in Dynamical and Control Systems, (06-Special Issue), 748-759.

Aljaloudi, M. A., & Battah, A. (2019). Degree of Availability and Practice of Level 5 Leadership by the Principals of Palestinian Private High Schools Based on Jim Collins Concepts. Modern Applied Science, 13(1). 172-182.

Amjadzabardast, M., Gholami, K., Nemati, S. (2015). The effect of principled distributive leadership style on the effectiveness of schools through the motivation of teachers and their academic optimism at the secondary school level in Sanandaj: A model. Research in School and Virtual Learning, 2(7), 7-26. [in Persian].

Ammarloo, H. (2018). The impact of structural empowerment ,mediating role of psychological empowerment on organizational excellence (Studied case: Payesh Armaghan Yaran Company). Master Thesis, Payame Noor University of Rasht. [in Persian].

Amor, A. M., Vázquez, J. P. A., & Faíña, J. A. (2020). Transformational leadership and work engagement: Exploring the mediating role of structural empowerment. European Management Journal, 38(1), 169-178.

Azorín, C., Harris, A., & Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 40(2-3), 111-127.

Boamah, S. A., Laschinger, H. K. S., Wong, C., & Clarke, S. (2018). Effect of transformational leadership on job satisfaction and patient safety outcomes. Nursing outlook, 66(2), 180-189.

Bonyad Karizme, T., Rahimi Pordanjani, T., & Mohamadzadeh Ebrahimi, A. (2016). The relationships between structural and psychological empowerment and job satisfaction among nurses. Hayat, 22(3), 201-215. [in Persian].

Brown, C., MacGregor, S., & Flood, J. (2020). Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England. Teaching and Teacher Education, 94, 103101.

Browne, M. W. (1993). Alternative ways of assessing model fit. Testing structural equation models.

Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.

Bush, T., & Ng, A. Y. M. (2019). Distributed leadership and the Malaysia education blueprint. Journal of Educational Administration. 57(3), 279-295.

Caldwell, C., Ichiho, R., & Anderson, V. (2017). Understanding level 5 leaders: the ethical perspectives of leadership humility. Journal of Management Development, 36(5), 724-732.

Cham Asemani, M. (2007). Investigating the Level Academic Leadership among deans in Compound Universities Located in Tehran City. Master Thesis, Shahid Beheshty University, The Faculty of Educational Sciences and Psychology.

Chamasemani, M., Sabaghain, Z., & Sedgh pour, B. (2010). The Five Level Leadership among deans of comprehensive universities. Journal of Management and Planning In Educational System, 3(2), 58-77. [in Persian].

Collins, J. (2001). Fifth level leadership. victory of humility and determination. translated by Shahin Dokht Kharazmi, Management Selection, No. 6. [in Persian].

Dehghani poor, F. (2018). Identifing the conditions for the establishment of distributed leadership in the primary schools in Mashhad, Iran. Master Thesis. Ferdowsi University of Mashhad, Faculty of Education and Psychology. [in Persian].

Elmore, R. F. (2000). Building a new structure for school leadership. Albert Shanker Institute.

Escrig-Tena, A. B., Garcia-Juan, B., & Segarra-Ciprés, M. (2019). Drivers and internalisation of the EFQM excellence model. International Journal of Quality & Reliability Management. 36(3), 398-419.

Esgandari, K., Ramazani, M., goli, S. (2018). Investigating the Impact of Managers Personal Branding On Building Level Five Leaders (Case Study: of Government Banks). Jounal of Marketing Management, 13(39), 67-79. [in Persian].

Eslami Alvarsi, F., Teymournejad, K., Naeimi Sabetmoghadam, A. (2016). The Relationship between Developmental Leadership and Organizational Excellence in ACECR. Organizational Culture Management, 14(2), 589-610. [in Persian].

Farahbakhsh, S., & Mohammadi, T. (2017). The Relationship between Transformational Leadership and Organizational Excellency in the High Schools of Khorramabad with Emphasis on Organizational Wellbeing. Organizational culture management, 15(2), 271-288. [in Persian].

Farzaneh, M., Abdollahi, B., & Azizi, M. (2017). Investigating the Mediating Role of Psychological Contract in the Relationship between Distributing Leadership and Knowledge Sharing. Organizational Behaviour Studies Quarterly, 5(4), 47-73. [in Persian].

Fiah, Y. M. A., & Hamid, A. H. A. (2020). Implementation of Distributive Leadership into Teacher Competency Empowerment and Job Satisfaction. . International Journal of Academic Research in Business and Social Sciences, 10(6), 916–926.

Firestone, W. A., & Cecilia Martinez, M. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3-35.

Ghanbari, S., Ardalan, M., Nasiri, F., & Karimi, I. (2015). Explain role of mediator employee psychological empowerment in the relationship between effective management and organizational excellence. Organizational Culture Management, 13(2), 487-514. [in Persian].

Grant, C. (2011). The Relationship between Distributed Leadership and Principal's Leadership Effectiveness in North Carolina.

Guerrero, S., Chênevert, D., Vandenberghe, C., Tremblay, M., & Ayed, A. K. B. (2018). Employees’ psychological empowerment and performance: how customer feedback substitutes for leadership. Journal of Services Marketing. 32(7), 868-879. doi:10.1108/jsm-09-2017-0325.

Hadi, A. A., Abdullah, H., & Atshan, N. (2019). Effect of organisational integrity and leadership behaviour on organisational excellence. International Journal of Organizational Analysis.

Hargreaves, A., & Shirley, D. L. (2012). The global fourth way: The quest for educational excellence. Corwin Press.

Hasani, R., & Nemati, S. (2015). Preparing and practicing a Model to Investigate the Distributed Leadership Style of Principals and its Relationship with theempowerment of Human Resources at District Two of Sanandaj’s Secondary Schools. The Journal of Modern Thoughts in Education, 10(4), 47-31. [in Persian].

Hasannajad, H., Keyhan, J., Hasani, M., & Sameri, M. (2023). Relationship between interpersonal and organizational factors with organizational excellence :The mediating role of professional ethics, psychological empowerment and organizational agility. Journal of New Approaches in Educational Administration, 13(6), 22-38. doi: 10.30495/jedu.2022.27546.5499. [in Persian].

Herati, M., Rahdarpour, J., & Ostovar, M. (2019). The Impact of Psychological Empowerment on Organizational Excellence with the Mediating Role of Organizational Commitment in the Social Security Organization of Sistan Region, 2nd International Conference on Management, Educational, Social and Psychological Sciences, Tehran. [in Persian].

Jafari, N. (2012). Determine the relationship between level five Leadership, organizational climate and job satisfaction based on structural relationships. Master Thesis, Shahid Rajaee Teacher Training University, Faculty of Humanities. [in Persian].

Jahanbin, F. S. (2019). Investigating the effect of in-service training courses on psychological empowerment and productivity of English language teachers in the first secondary school of Boyer-Ahmad city. Quarterly Journal of Social Science Studies, 4(2), 67-57.

Jahanian, R., & Baladinejad, H. (2012). Reviewing and comparing the current and desirable performance of non-governmental schools in Karaj from the perspective of students' parents. Journal of Educational Leadership and Management, 6 (2), 25-37. [in Persian].

Jena, L. K., Bhattacharyya, P., & Pradhan, S. (2019). Am I empowered through meaningful work? The moderating role of perceived flexibility in connecting meaningful work and psychological empowerment. IIMB Management Review, 31(3), 298-308.

Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, 101500.

Klink, M. (2019). The Sustainability of Distributed Leadership (Doctoral dissertation, University of Pittsburgh).

Kõiv, K., Liik, K., & Heidmets, M. (2019). School leadership, teacher’s psychological empowerment and work-related outcomes. International Journal of Educational Management. 33(7), 1501-1514.

Kordnaij, A., Bakhshizadeh, A., & Fathullahi, M. (2015). Investigate the Impact of Psychological Empowerment on Structural Empowerment of Employees (Case Study: Saipa Company). Organizational Behaviour Studies Quarterly, 4(3), 97-120. [in Persian].

La Rotta, D., & Pérez Rave, J. (2017). A relevant literary space on the use of the European Foundation for Quality Management model: current state and challenges. Total Quality Management & Business Excellence, 28(13-14), 1447-1468.

Lasrado, F. (2020). Let's get everyone involved! The effects of transformational leadership and organizational culture on organizational excellence. International Journal of Quality & Reliability Management. 2019-0349. Doi:10.1108/IJQRM-11.

Liao, C. (2017). Leadership in virtual teams: A multilevel perspective. Human Resource Management Review, 27(4), 648-659.

Liu, P. (2020). Motivating teachers’ commitment to change through distributed leadership in Chinese urban primary schools. International Journal of Educational Management. 34(7), 1171-1183. Doi:10.1108/IJEM-12-2019-0431.

Liu, Y., & Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research, 96, 41-55.

Mahdiuon, R., Pahang, N., & Yariqoli, B. (2017). Identifying factors affecting the quality of schools and investigation schools status quo: the mixed method research. Jsa, 5(1), 173-193. [in Persian].

Majdi, A. A., Seifuri Tughraljerdi, B., & Hassani Darmian, G. (2019). Meta-analysis of factors affecting organizational excellence based on EFQM model (using CMA.2 software). Journal of Standard and Quality Management, 8, 18-27. [in Persian].

Majidi Googh Tapeh, S. (2018). The study of the effect of psychological capital and intellectual capital on employees' organizational excellence (Case Study Ardabil County Department of Educations). Master Thesis, Ministry of Science, Technology and Researches Novin Institute of Higher Education. [in Persian].

Maltempi, M. G. (2019). Principals' Perceptions of the Barriers and Impediments to Distribute Leadership and Share Decision Making under an Era of Heightened Accountability: An Exploratory Study Using Q-Technique. Long Island University, CW Post Center.

Masomi Fard, E. (2016). The relationship between distributed leadership and perceived organizational support the empowerment of women secondary school teachers in the city of Karaj ,94-95 years. Master Thesis, Shahid Rajaee Teacher Training University, Faculty of  Humanities. [in Persian].

Mohammad Davoodi, A. H., & Hosseini, T. (2014). Investigating the relationship between distributive leadership and teacher empowerment; Case Study. Journal of Human Resource Management, 3(10), 57-72. [in Persian].

Morettini, B. W., Luet, K. M., Vernon-Dotson, L. J., Nagib, N., & Krishnamurthy, S. (2018). Developing Teacher Leaders Using a Distributed Leadership Model: Five Signature Features of a School–University Partnership'. Teacher Leadership in Professional Development Schools. Emerald Publishing Limited, 217-223.

Morsal, B., Fahiminezhad, A., Siavashi, M., & Ameriyan, H. (2019). Prediction of organizational exellence in the ministry of sports and youth by staff structural and psychological empowerment. journal of motor and behavioral sciences, 2(1), 32-44. [in Persian].

Nasiri Valik Bani, F., & Ghanbari, E. (2016). Analysis of the Relationship between Distributed Leadership Style and Organizational Effectiveness of High Schools in Hamadan. Journal of Educational Research. 2(31), 110-132. [in Persian].

Nenadál, J., Vykydal, D., & Waloszek, D. (2018). Organizational excellence: approaches, models and their use at Czech organizations. Quality Innovation Prosperity, 22(2), 47-62.

Rasouli, S., Nikpay, I., Farahbakhsh, S. (2017). The Effect of Principals’ Distributed Leadership on Organizational Commitment of Teachers with Mediating Role of Organizational-based Self-esteem in Khorramabad Elementary Schools. Journal of Management and Planning In Educational System, 10(1), 103-132. [in Persian].

Reid III, W. A., Bud West, G. R., Winston, B. E., & Wood, J. A. (2014). An instrument to measure level 5 leadership. Journal of Leadership Studies, 8(1), 17-32.

Rezaee, a. (2011). A Structural Equation Modeling of the Relationship among Organizational Cultural, Cultural Intelligence and Internal Job Satisfaction with Level Five Leadership. Master Thesis, Shahid Rajaee Teacher Training University, Faculty of Humanities. [in Persian].

Robinson, V. M. (2008). Forging the links between distributed leadership and educational outcomes. Journal of educational administration, 46(2), 241.

Safaei Shakib, A., Abdul Maleki, B., Hosseinzadeh, S. A. A., & Musivand, M.  (2016). Effect of transformational leadership on organizational excellence with mediating role of staff structural and psychological empowerment. Organizational Behaviour Studies Quarterly, 4(16), 1-24. [in Persian].

Salimi, A., & Abbasnejad, M. H. (2016). Developing a Human Resources Leadership Model Based on 360 Degree Leadership. Supervision & Inspection, 1395(35), 129-156. [in Persian].

Samadi miarklai, H., Aghajani, H., & Samadi miarklai, H. (2015). Structural Equation Modeling of Relationship between Organizational Structure and Employees' Psychological Empowerment (An Empirical Evidence: Babolsar and Bahnamir City Education and Training Administration). Journal of New Approaches in Educational Administration, 6(21), 147-166. [in Persian].

Shamsifar, M., Veiskarami, H., Sadeghi, M., & Ghazanfari, F. (2020). Designing the Structural Model of the Relationship among Perceived Leadership Styles, Self- Efficacy, Structural Empowerment, and Psychological Empowerment in Teachers. Journal of Applied Psychological Research, 11(2), 255-272. [in Persian].

Shariat Nejad, A., Sepahvand, R., Esmaeili, M., & Mousavi, S. N. (2018). Designing and Explaining the Fifth-Level Leadership Model in Knowledge-Based Organizations. Quarterly Journal of Development and Management Process, 31(1), 3-26. [in Persian].

Shojaee, Z. (2015). The effect of emotional intelligence of managers on organizational excellence of schools in Masjed Soleiman. Master Thesis, Shahid Chamran University of Ahvaz, Faculty of Educational sciences and Psychology. [in Persian].

Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5), 1442-1465.

Suárez, E., Calvo-Mora, A., Roldán, J. L., & Periáñez-Cristóbal, R. (2017). Quantitative research on the EFQM excellence model: A systematic literature review (1991–2015). European Research on Management and Business Economics, 23(3), 147-156.

Sun, L. Y., Zhang, Z., Qi, J., & Chen, Z. X. (2012). Empowerment and creativity: A cross-level investigation. The Leadership Quarterly, 23(1), 55-65.

Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in US schools. Teaching and Teacher Education, 79, 111-123.

Wagner, J. I., Cummings, G., Smith, D. L., Olson, J., Anderson, L., & Warren, S. (2010). The relationship between structural empowerment and psychological empowerment for nurses: a systematic review. Journal of nursing management, 18(4), 448-462.

Wan, S. W. Y., Law, E. H. F., & Chan, K. K. (2018). Teachers’ perception of distributed leadership in Hong Kong primary schools. School Leadership & Management, 38(1), 102-141.

Xu, F., Xu, B., Anderson, V., & Caldwell, C. (2019). Humility as enlightened leadership: A Chinese perspective. Journal of Management Development. 38(3), 158-174.

Yasini, A., Abbasian, A., & Yasini, T. (2013). The Effect of Principals’ Distributed Leadership Style on Teacher job Performance: Introducing a Model. Journal of New Approaches in Educational Administration, 4(13), 33-50. [in Persian].

Zand-e Karimi, M., Parvaresh, B., Farahbakhsh, S., Kaazemi, M., & Nikpey, I. (2019). The Relationship between Authentic Leadership and Organizational Indifference among Teachers: The Mediating Role of Psychological Empowerment. QJOE. 35(3), 147-168. [in Persian].

Zin Abady, H., & Mohammedy, F. (2013). Consequences of school leadership distribution: A special look at teachers' organizational citizenship behavior. Journal of Research in Educational Systems, 7(22), 79-100. [in Persian].