Distributive Leadership Functions, Readiness for Change, and Teachers’ Affective Commitment to Change

A Partial Least Squares Analysis

Datos Bibliográficos

ID16912988
AutoresLei Mee Thien (0000-0001-8626-9825, Universiti Sains Malaysia, autor de correspondencia)
Año2019
Volumen9
Número2
Fecha de publicación2019-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/2158244019846209
OpenAlexW2940890842
IdiomaEN
Citas recibidas9
Referencias citadas62

Although the literature abounds with factors that contribute to organizational commitment and commitment to change, it is still unclear what factors influence teachers’ affective commitment to change. This study attempts to examine the relationships between two perceived distributive leadership functions, namely, leadership team cooperation and participative decision-making, and teachers’ affective commitment to change with the mediating effects of intentional, emotional, and cognitive readiness for change. Data consisted of 229 Malaysian teachers selected randomly from 24 secondary schools in Penang, Perak, and Johor. Data were analyzed using partial least squares structural equation modeling approach. Findings revealed either leadership team cooperation or participative decision-making has no significant direct relationship with teachers’ affective commitment to change. However, significant but weak mediating effects were found between participative decision-making and teachers’ affective commitment to change with the mediators of intentional, emotional, and cognitive readiness for change. Limitations, implications, and suggestions for future studies are presented

Cognition · Organizational commitment · Structural equation modeling · Education and Islamic Studies · Job Satisfaction and Organizational Behavior · Organizational Leadership and Management Strategies · Psychology · Social Psychology