Impact of Distributed Leadership of School Heads on Teachers’ Job Commitment in Khyber-Pakhtunkhwa

Abstract

This study examines the impact of school heads' distributed leadership (DL) on teacher job commitment in public secondary schools in Southern Khyber-Pakhtunkhwa. Understanding how leadership models influence teacher commitment is crucial for enhancing educational outcomes in resource-constrained environments, such as Khyber-Pakhtunkhwa. Effective leadership distribution addresses teacher isolation and leverages collective expertise, potentially mitigating attrition and enhancing instructional quality. This research provides crucial insights for policymakers and school administrators seeking practical strategies to enhance teacher engagement and promote sustainable school improvement in Pakistan's public education system. Using a descriptive design, 702 teachers (361 male and 341 female) participated in a 7-point Likert scale questionnaire. Key findings reveal significant teacher neutrality regarding current Distributed Leadership practices, indicating ambivalence about implementation. However, a strong consensus exists (69.5% of boys' teachers, 74.3% of girls' teachers) that Distributed Leadership positively enhances job commitment. A t-test confirmed no statistically significant gender difference in this perception (t = 0.5416, p = 0.5884). Results highlight a critical gap between teachers' belief in DL's benefits and their experience of its practice, suggesting a need for more authentic leadership distribution.