學術產出-學位論文
文章檢視/開啟
書目匯出
-
題名 校長分布式領導、教師對校長之信任、教師工作滿意度與組織承諾之關係研究：後設分析取向結構方程模式之應用
The Relationships among Principals’ Distributed Leadership, Teachers’ Trust in the Principal, Teachers’ Job Satisfaction and Organizational Commitment: An Application of Meta-Analytic Structural Equation Modeling作者 張雅婷
Chang, Ya-Ting貢獻者 吳政達<br>郭昭佑
Wu, Cheng-Ta<br>Guo, Chao-Yu
張雅婷
Chang, Ya-Ting關鍵詞 分布式領導
信任
工作滿意度
組織承諾
後設分析取向結構方程模式
多重中介
序列中介
distributed leadership
trust
job satisfaction
organizational commitment
Meta-Analytic Structural Equation Modeling
multiple mediation
serial mediation日期 2024 上傳時間 1-二月-2024 11:18:03 (UTC+8) 摘要 本研究旨在探討校長分布式領導、教師對校長之信任、教師工作滿意度與組織承諾之關係，並探究教師對校長信任與教師工作滿意度在校長分布式領導與教師組織承諾之間是否具有中介影響及序列中介影響效果。本研究採用後設分析取向之結構方程模式進行兩階段分析，第一階段運用後設分析方法，將40篇期刊文獻資料統合並計算效果量以了解變項間的相關情形；第二階段使用結構方程模式取向路徑分析，以了解變項間的路徑關係並分析中介變項的影響效果。本研究結果如下：一、校長分布式領導、教師對校長之信任、教師工作滿意度與教師組織承諾間之具有正向顯著相關；二、校長分布式領導對教師對校長之信任、教師工作滿意度與教師組織承諾皆具有正向顯著影響；教師對校長之信任對教師工作滿意度與教師組織承諾皆具有正向顯著影響；教師工作滿意度對其組織承諾具有正向顯著影響；三、教師對校長之信任與教師工作滿意度對校長分布式領導與教師組織承諾關係具有中介效果與序列中介效果。最後根據研究結果與結論提出具體建議，以作為教育行政人員以及未來相關研究之參考。
The purpose of this study is to explore the relationships among principals’ distributed leadership, teachers’ trust in the principal, teachers’ job satisfaction and organizational commitment. Furthermore, the mediating and sequential mediating role of teachers’ trust in the principal and teachers’ job satisfaction in the relationship of principals’ distributed leadership and organizational commitment were examined. This study was conducted via two phases by using Meta-Analytic Structural Equation Modeling (MASEM). In the first stage, Meta-Analysis was used to combine data of 40 journals and calculate the effect size to understand the correlation between variables. In the second stage, path analysis of Structural Equation Modeling was adopted to explore the path relationship between variables and the effect of mediating variables. The findings of this study are as follows: 1. Principal’s distributed leadership, teacher’s trust in the principal, teachers’ job satisfaction and organizational commitment are all significantly positively correlated. 2. Principal’s distributed leadership has a positive and significant effect on teacher’s trust in the principal, teachers’ job satisfaction and organizational commitment; teacher’s trust in the principal has a positive and significant effect on teachers’ job satisfaction and organizational commitment; teachers’ job satisfaction has a positive and significant effect on teachers’ organizational commitment. 3. Teacher’s trust in the principal and job satisfaction have a mediating effect and a sequential mediating effect in the relationship of principals’ distributed leadership and organizational commitment. Finally, based on the results of the research, suggestions for educational administration staff and further related studies are proposed.參考文獻 壹、 中文部分 余民寧（2006）。潛在變項模式：SIMPLIS 的應用。臺北市：高等教育。 吳明隆（2015）。結構方程模式：SIMPLIS 的應用。臺北市：五南。 吳政達（2009）。學校組織中領導者與部屬交換關係、組織公平、組織自尊與工作滿意度對組織公民行為影響之研究。教育政策論壇，12（1），141-161。https://doi.org/10.6295/TAMJ.2004.0402.02 李茂能（2015）。傳統整合分析理論與實務： ESS & EXCEL。臺北市：五南。 秦夢群（2015）。教育領導理論與應用。臺北市：五南。 張奕華、顏弘欽（2012）。學校分散式領導構面之探析：領導者、追隨者與情境三元互動之檢證。教育實踐與研究，25（2），225-253。 https://doi.org/10.6776 /JEPR.201212.0225 賴志峰（2008）。分佈式領導理論之探究—學校領導者、追隨者和情境的交互作用。國民教育研究學報，20，87-113。 https://doi.org/10.53106/16806360 2022110343005 賴志峰（2009）。中小學分佈式領導風格量表之檢證。初等教育學刊，34，25-52。https://doi.org/10.7036/JEE.200912.0025 貳、外文部分（前面標註＊為納入後設分析樣本之期刊） Abdulaziz, A., Bashir, M., & Alfalih, A. A. (2022). The impact of work-life balance and work overload on teacher’s organizational commitment: Do job engagement and perceived organizational support matter. Education and Information Technologies, 27(7), 9641-9663. https://doi.org/10.1007/s10639-022-11013-8 Adams, C. M., & Miskell, R. C. (2016). Teacher trust in district administration: A promising line of inquiry. Educational Administration Quarterly, 52(4), 675-706. https://doi.org/10.1177/0013161X17721608 Adams, J. S. (1965). Inequity in social exchange. Advances in Experimental Social Psychology, 2, 267-299. https://doi.org/10.1016/S0065-2601(08)60108-2 *Adıgüzelli, Y. (2016). Examining the relationship between distributed leadership and organizational trust according to opinions of teachers. Education & Science, 41(185), 269–280. https://doi.org/10.15390/EB.2016.6218 Ağalday, B. (2022). Examining the effect of principals' inclusive leadership practices on organizational hypocrisy through the mediating role of trust in principal. Participatory Educational Research, 9(5), 204-221. https://doi.org/10.17275/per. 22.111.9.5 *Akdemir, Ö. A., & Ayik, A. (2017). The impact of distributed leadership behaviors of school principals on the organizational commitment of teachers. Universal Journal of Educational Research, 5(12), 18–26. https://doi.org/10.13189/ujer.2017.051402 Akhtar, R., & Nazarudin, M. N. (2020). Synthesizing literature of leadership, job satisfaction and trust in leadership. African Journal of Hospitality, Tourism and Leisure, 9(2), 1-16. https://doi.org/10.31667/jhts.2020.9.84.205 *Alazmi, A. A., & Alenezi, A. S. (2020). Exploring the mediating role of trust in principal on the relationship between organizational justice and teacher commitment in Kuwait. International Journal of Leadership in Education, 1-17. https://doi.org/10.1080/13603124.2020.1832705 Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276. https://doi.org/10.1006/jvbe.1996.0043 Allida, W. L. P. D. (2021). The relationship between job satisfaction and organizational commitment among employees of a selected tertiary educational institution in Northwest Haiti. East African Journal of Education and Social Sciences, 2(1), 33-40. https://doi.org/10.46606/eajess2021v02i01.0063 *Alshehri, K. (2022). Distributed leadership among school principals in the eastern region and its relationship to teachers' job satisfaction. Journal of Language and Linguistic Studies, 18(1), 909-930. https://doi.org/10.56556/jssms.v2i1.326 Al-Omari, A. A., & Hilal, Y. Y. (2022). The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers. International Journal of Education and Learning, 4(2), 130-139. https://doi.org/10.29173/ijll13 *Amini, A., & Kemal, I. (2021). The effect of trust and job satisfaction on citizenship organizational behavior in high school. Journal of Pendidikan, 13(2), 1348-1357. https://doi.org/10.35445/alishlah.v13i2.655 Amoah, V. S., Annor, F., & Asumeng, M. (2021). Psychological contract breach and teachers' organizational commitment: Mediating roles of job embeddedness and leader-member exchange. Journal of Educational Administration, 59(5), 634-649. https://doi.org/10.1108/JEA-09-2020-0201 Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. SAGE Open, 12(3). https://doi.org/10.1177/2158244022110 9585 Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173. https://doi.org/ 10.1007/BF02294170 Anderson, S., Leithwood, K., & Seashore Louis, K. (2012). Data use: An exploration from the district to the school. Linking Leadership to Student Learning, 158-180. https://doi.org/10.1177/0013161X08321495 *Ateş, A., & Ünal, A. (2021). The relationship between diversity management, job satisfaction and organizational commitment in teachers: A mediating role of perceived organizational support. Educational Sciences: Theory & Practice, 21(1), 18-32. https://doi.org/ 10.5296/jei.v7i2.18966 *Atik, S., & Celik, O. T. (2020). An investigation of the relationship between school principals' empowering leadership style and teachers' job satisfaction: The role of trust and psychological empowerment. International Online Journal of Educational Sciences, 12(3), 177-193. https://doi.org/10.15345/iojes.2020.03.014 Babaoglan, E. (2016). The predictive power of organizational trust to organizational commitment in elementary and high school teachers. The Anthropologist, 24(1), 83-89. https://doi.org/10.1080/09720073.2016.11891992 Baloglu, N. (2012). Relations between value-based leadership and distributed leadership: A casual research on school principles' behaviors. Educational Sciences: Theory and Practice, 12(2), 1375-1378. https://doi.org/ 10.12738/estp.2015.3.1988 Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood cliffs. Barili, F., Parolari, A., Kappetein, P. A., & Freemantle, N. (2018). Statistical Primer: heterogeneity, random-or fixed-effects model analyses? Interactive Cardiovascular and Thoracic Surgery, 27(3), 317-321. https://doi.org/10.1093/icvts/ivy163 Barnard, C. (1938). The functions of the executive. Harvard University Press. Barnett, D. E. (2019). Full-range leadership as a predictor of extra effort in online higher education: The mediating effect of job satisfaction. Journal of Leadership Education, 18(1), 86-111. https://doi.org/10.12806/V18/I1/R6 Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/ 10.1037/0022-3514.51.6.1173 Barry, D. (1991) Managing the bossless team: Lessons in distributed leadership. Organizational Dynamics, 20(1), 31-47. https://doi.org/10.1016/0090-2616(91) 90081-J Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542. https://doi.org/ 10.1108/JMD-07-2018-0210 Bastug, G., Pala, A., Kumartasli, M., Günel, İ., & Duyan, M. (2016). Investigation of the relationship between organizational trust and organizational commitment. Universal Journal of Educational Research, 4(6), 1418-1425. https://doi.org/10.13189/ujer. 2016.040619 Bayfield, A. H., & Rothe, H. F. (1951). The job satisfaction index. Journal of Applied Psychology, 35, 307-311. https://doi.org/10.1037/h0055617 Becker, H. S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66(1), 32-40. https://doi.org/10.1086/222820 Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: Mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602-624. https://doi.org/10.1080/03055698.2020.1793301 Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-69. https://doi.org/10.1108/JEA-12-2015-0116 Bellibas, M. S., & Liu, Y. (2018). The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate. International Journal of Leadership in Education, 21(2), 226-244. https://doi.org/10.1080 /13603124.2016.1147608 *Bennett, D. (2022). Retention of secondary school teachers: organizational commitment and job satisfaction among teachers in the Caribbean region. Indian Journal of Positive Psychology, 13(2), 76-78. https://proxyone.lib.nccu.edu.tw/login?url=https://www.proquest.com/scholarly-journals/retention-secondary-school-teachers/docview/2696905101/se-? accountid=10067 Bennett, N., Wise, C., Woods, P. A., & Harvey, J. A. (2003). Distributed leadership: A review of literature. National College for School Leadership. Berkovich, I. (2018). Effects of principal-teacher gender similarity on teacher’s trust and organizational commitment. Sex Roles, 78, 561-572. https://doi.org/10.1007/s11199 -017-0814-3 Beycioglu, K., Ozer, N, & Ugurlu C.T. (2012). Distributed leadership and organizational trust: The case of elementary schools. Procedia-Social and Behavioral Sciences, 46, 3316–3319. https://doi.org/10.1016/j.sbspro.2012.06.058 Blau, P. M. (1968). Social exchange. International Encyclopedia of the Social Sciences, 7(4), 452-457. https://doi.org/10.1016/B978-0-08-097086-8.32056-6 Bogler, R., & Berkovich, I. (2022). A systematic review of empirical evidence on teachers’ organizational commitment 1994–2018. Leadership and Policy in Schools, 21(3), 440-457. https://doi.org/ 10.1080/15700763.2020.1774783 Bolger, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. https://doi.org/ 10.1177/00 131610121969460 Bottery, M. (2004). Trust: Its importance for educators. Management in Education, 18(5), 6-10. https://doi.org/10.1177/089202060501800502 Bredeson, P., & Kelley, C. (2013). Introduction to the special issue: Distributed instructional leadership as a reform strategy—Activating teacher leadership to improve student learning in urban high schools. Journal of School Leadership, 23(2), 214-219. https://doi.org/10.1177/105268461302300201 Brezicha, K. F., & Fuller, E. J. (2019). Building teachers’ trust in principals: Exploring the effects of the match between teacher and principal race/ethnicity and gender and feelings of trust. Journal of School Leadership, 29(1), 25-53. https://doi.org/ 10.1177/1052684618825087 Brief, A. P., & Roberson, L. (1989). Job attitude organization: An exploratory study 1. Journal of Applied Social Psychology, 19(9), 717-727. https://doi.org/ 10.1111/j.1559-1816.1989.tb01254.x Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation. Burić, I., & Moe, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008. https://doi.org/10.1016/j.tate.2019.103008 *Cansoy, R., & Parlar, H. (2018). Examining the relationship between distributed leadership, trust in administrators and school academic optimism. Journal of Educational Management in Theory and Practice, 24(1), 1-44. https://doi.org/10.12738/estp.2014.5.2159 Cansoy, R., Polatcan, M., & Parlar, H. (2020). Paternalistic school principal behaviors and teachers’ participation in decision making: The intermediary role of teachers’ trust in principals. Research in Educational Administration and Leadership, 5(2), 553-584. https://doi.org/10.30828/real/2020.2.8 *Çayak, S. (2021). The effect of sustainable leadership behaviors of school principals on teachers’ organizational commitment and job satisfaction. Discourse and Communication for Sustainable Education, 12(1), 102-120. https://doi.org/ 10.2478/dcse-2021-0008 *Cayupe, J. C., Bernedo-Moreira, D. H., Morales-García, W. C., Alcaraz, F. L., Peña, K. B. C., Saintila, J., & Flores-Paredes, A. (2023). Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: The mediating role of job satisfaction. Frontiers in Psychology, 14, 1066321. https://doi.org/10.3389/fpsyg.2018.00933 *Celep, C., & Yilmazturk, O. E. (2012). The relationship among organizational trust, multidimensional organizational commitment and perceived organizational support in educational organizations. Procedia-Social and Behavioral Sciences, 46, 5763-5776. https://doi.org/10.1016/j.sbspro.2012.06.512 Chanana, N. (2021). The impact of COVID‐19 pandemic on employees’ organizational commitment and job satisfaction in reference to gender differences. Journal of Public Affairs, 21(4), 2695. https://doi.org/10.1002/pa.2695 Cheung, M. W.-L. (2018). Issues in solving the problem of effect size heterogeneity in meta-analytic structural equation modeling: A commentary and simulation study on Yu, Downes, Carter, and O’Boyle (2016). Journal of Applied Psychology, 103(7), 787–803. https://doi.org/10.1037/apl0000284.supp Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. Statistical Strategies for Small Sample Research, 1(1), 307-341. https://doi.org/10.3758/s13428-012-0297-7 Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767–777. https://doi.org/10.1016/j.tate.2009.01.005 Chua, R. Y. J., Ingram, P., & Morris, M. W. (2008). From the head and the heart: Locating cognition-and affect-based trust in managers' professional networks. Academy of Management Journal, 51(3), 436-452. https://doi.org/ 10.5465/amj.2008.32625956 Chughtai, A. A., & Buckley, F. (2009). Linking trust in the principal to school outcomes: The mediating role of organizational identification and work engagement. International Journal of Educational Management, 23(7), 574-589. https://doi.org/ 10.1108/09513540910990816 Chung, M. S. (2019). Teacher efficacy, collective self-esteem, and organizational commitment of childcare teachers: A moderated mediation model of social support. Frontiers in Psychology, 10, 955. https://doi.org/10.3389/fpsyg.2019.00955 Churchill Jr, G. A., Ford, N. M., & Walker Jr, O. C. (1974). Measuring the job satisfaction of industrial salesmen. Journal of Marketing Research, 11(3), 254-260. https://doi.org/10.2307/3151140 Clift, R. T., & Thurston, T. W. (1995) (Eds.). Distributed leadership: School improvement through collaboration. JAI Press. Çoban, Ö., & Atasoy, R. (2020). Relationship between Distributed Leadership, Teacher Collaboration and Organizational Innovativeness. International Journal of Evaluation and Research in Education, 9(4), 903-911. https://doi.org/ 10.11591/ijere. v9i4.20679 Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model. Educational Management Administration & Leadership, 51(1), 95-115. https://doi.org/10.1177/1741143220968170 *Çobanoğlu, N. (2020). Relation among managers, teachers and schools at state schools in Turkey: Shared leadership, job satisfaction, organizational trust. European Journal of Education Studies, 7(7), 315-342. https://doi.org/10.46827/ejes.v7i7. 3173 Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783 Coleman, J.S. (1990) Foundations of social theory. Belknap Press of Harvard University Press. Colquitt, J. A., Lepine, J. A., & Wesson, M. J. (2015). Organizational behavior: Improving performance and commitment. McGraw Hill Education. Coomber, B., & Barriball, K. L. (2007). Impact of job satisfaction components on intent to leave and turnover for hospital-based nurses: a review of the research literature. International Journal of Nursing Studies, 44(2), 297-314. https://doi.org/ 10.1016/j.ijnurstu.2006.02.004 Cooper, H. M. (1982). Scientific guidelines for conducting integrative research reviews. Review of Educational Research, 52, 291-302. https://doi.org/ 10.3102/0034654305 2002291 Cooper-Hakim, A., & Viswesvaran, C. (2005). The construct of work commitment: Testing an integrative framework. Psychological Bulletin, 131(2), 241. https://doi.org/10.1037/0033-2909.131.2.241 Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291. https://doi.org/ 10.1177/0013161X0833 0502 Cowie, B., Jones, A., & Harlow, A. (2011). The distribution of leadership as an influence on the implementation of a national policy initiative: the example of the Laptops for Teachers scheme. School Leadership and Management, 31(1), 47-63. https://doi.org/ 10.1080/13632434.2010.540561 Cruise, S. D., & Louis, S. K. (2009). Building strong cultures: A leaders guide to change. Corwin Press. Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41, 603-627. https://doi.org/ 10.1177/0042085906292512 *Demir, S. (2018). Structural capital’s contribution to teacher’s job satisfaction: The mediating role of organizational commitment. International Journal of Educational Methodology, 4(4), 195-203. https://doi.org/10.12973/ijem.4.4.195 Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 20(85), 205-224. https://doi.org/10.14689/ejer.2020.85.10 *Demirtaş, H., Özer, N., Demirbilek, N., & Balı, O. (2017). Relationship between the perceived principal support, trust in principal and organizational commitment. International Online Journal of Educational Sciences, 9(4), 1075-1092. https://doi.org/10.15345/iojes.2017.04.013 Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers’ organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205-231. https://doi.org/10.1086/674370 Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147-154. https://doi.org/10.1086/656300 Dietz, G., & Den Hartog, D. (2006). Measuring trust inside organizations. Personnel Review, 35(5), 557-588. https://doi.org/10.1108/00483480610682299 Dirks, K. T., & Ferrin, D. L. (2001). The role of trust in organizational settings. Organization Science, 12(4), 450-467. https://doi.org/10.1287/orsc.12.4.450.10640 *Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977. https://doi.org/10.1177/1741143216653975 Dursun, E. (2015). The relation between organizational trust, organizational support and organizational commitment. African Journal of Business Management, 9(4), 134-156. https://doi.org/10.5897/AJBM2014.7623 *Egriboyun, D. (2014). The relation between organizational trust and organizational commitment of the administrators/teachers who are employed in the secondary education schools. Journal of Faculty of Education, 14(2), 329-363. https://doi.org/ 10.7176/JEP/10-36-18 Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge university press. Engeström, Y. (1999). Activity theory and individual and social transformation. Perspectives on Activity Theory, 19(38), 19-30. https://doi.org/ 10.1017/CBO97805 11812774.003 Farnsworth, S. J., Hallam, P. R., & Hilton, S. C. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3), 209-228. https://doi.org/ 10.1177/0192636519871624 Ferguson, C. J. (2009). Is psychological research really as good as medical research? Effect size comparisons between psychology and medicine. Review of General Psychology, 13(2), 130-136. https://doi.org/10.1037/a0015103 Fullan, M., & Watson, N. (2000). School-based management: Reconceptualizing to improve learning outcomes. School Effectiveness and School Improvement, 11(4), 453-473. https://doi.org/10.1076/sesi.11.4.453.3561 George, J. M., & Jones, G. R. (2008). Understanding and managing organizational behavior. Pearson Prentice-Hall. Ghazinejad, M., Hussein, B. A., & Zidane, Y. J. T. (2018). Impact of trust, commitment, and openness on research project performance: Case study in a research institute. Social Sciences, 7(2), 22. https://doi.org/10.3390/socsci7020022 Glass, G. V., McGaw, B.,& Smith, M. L. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X 005010003 Gordon, Z. V. (2005). The effect of distributed leadership on student achievement. [Unpublished doctoral dissertation]. Central Connecticut State University. https://doi.org/10.17918/etd-3986 Gouëdard, P., Kools, M., & George, B. (2023). The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis. School Effectiveness and School Improvement,34(3), 1-27. https://doi.org/10.1080/ 09243453.2023.2196081 Gressick, J., & Derry, S. J. (2010). Distributed leadership in online groups. International Journal of Computer-Supported Collaborative Learning, 5(2), 211-236. https://doi. org/10.1007/s11412-010-9086-4 Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423-451. https://doi.org/10.1016/S1048-9843(02)00120-0 Gronn, P. (2003). The new work of educational leaders. Paul Chapmand. Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25-48. https://doi.org/10.1177 /1741143216659296 Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? In Distributed Leadership: Different Perspectives (pp. 101-117). Dordrecht: Springer Netherlands. Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders? Journal of Educational Administration, 51(2), 194-212. https://doi.org/ 10.1108/09578231311304706 Happy, K. (2021). The mediating effect of job satisfaction between the dimensions of work-life balance and work engagement: A study on faculty members of private universities in Dhaka, Bangladesh. Jahangirnagar University Journal of Management Research, 4, 119-142. https://reurl.cc/bD7ZRv Hargreaves, A., & Fink, D. (2008). Distributed leadership: Democracy or delivery? Journal of Educational Administration, 46(2), 229-240. https://doi.org/10.1108/ 09578230810863280 Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172-188. https://doi.org/10.1108/09578230810863253 Harris, A. (2009). Distributed leadership: What we know. Springer Netherlands. Harris, A. (2011). Distributed leadership: Implications for the role of the principal. Journal of Management Development, 31(1), 7-17. https://doi.org/ 10.1108/026217 11211190961 Harris, A. (2013). Distributed leadership: Friend or foe? Educational Management Administration & Leadership, 41(5), 545-554. https://doi.org/10.1177/1741143213497635 Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin. Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347. https://doi.org/10.1007/s10833-007-9048-4 Harrison, D. A., Newman, D. A., & Roth, P. L. (2006). How important are job attitudes? Meta-analytic comparisons of integrative behavioral outcomes and time sequences. Academy of Management Journal, 49(2), 305-325. https://doi.org/10.5465/amj.2006.20786077 Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360 HayGroup. (2004). The five pillars of distributed leadership in schools. National College for School Leadership. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Academic Press. Hickey, N., Flaherty, A., & Mannix McNamara, P. (2022). Distributed leadership: A scoping review mapping current empirical research. Societies, 12(1), 15. https://doi.org/10.3390/soc12010015 Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186 Ho, J. P. Y., Victor Chen, D. T., & Ng, D. (2016). Distributed leadership through the lens of activity theory. Educational Management Administration & Leadership, 44(5), 814-836. https://doi.org/10.1177/17411432221077156 Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357. https://doi.org/10.1080/02619768.2011.633993 Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597-606. https://doi.org/10.1086/222355 Hoppock, R. (1935) Job satisfaction. Harper. Hosmer, L. T. (1995). Trust: the connecting link between organizational theory and philosophical ethics. The Academy of Management Review, 20(2), 379–403. https://doi.org/10.2307/258851 Hoy, W. K., Tarter, J. C., & Hoy, A.W. (2006) Academic optimism of schools: A force for student achievement. American Educational Research Journal 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Hsieh, C. C., Lin, S. H., & Li, H. C. (2022). Spirituality can make a difference: The impact of principals’ spiritual leadership on teachers’ psychological capital and organizational commitment in high-school environment. KEDI Journal of Educational Policy, 19(1), 27-44. Huff, L., & Kelley, L. (2003). Levels of organizational trust in individualist versus collectivist societies: A seven-nation study. Organization Science, 14(1), 81-90. https://doi.org/10.1287/orsc.14.1.81.12807 Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study. Teaching and Teacher Education, 26(3), 565-575. https://doi.org/ Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-317. https://doi.org/10.1016/j.tate.2009.08.006 Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728-771. https://doi.org/10.1177/0013161X11402065 Hunter, J. E., & Schmidt, F. L. (1990). Dichotomization of continuous variables: The implications for meta-analysis. Journal of Applied Psychology, 75(3), 334–349. https://doi.org/10.1037/0021-9010.75.3.334 Hunter, J. E., & Schmidt, F. L. (2004). Methods of Meta-analysis: Correcting Error and Bias in Research Findings. Sage Publications. Hutchins, E. (1991). The social organization of distributed cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 283–307). American Psychological Association. Iacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of Consumer Psychology, 20(1), 90-98. https://doi.org/ 10.1016/j.jcps.2009.09.003 Jacobsen, C. B., & Staniok, C. D. (2020). Sharing the fire? The moderating role of transformational leadership congruence on the relationship between managers’ and employees’ organizational commitment. International Public Management Journal, 23(4), 564-588. https://doi.org/ 10.1080/10967494.2018.1486930 Jak, S., & Cheung, M. W. L. (2018). Testing moderator hypotheses in meta-analytic structural equation modeling using subgroup analysis. Behavior Research Methods, 50(4), 1359-1373. https://doi.org/10.3758/s13428-018-1046-3 Jones, S., & Harvey, M. (2017). Revealing the nexus between distributed leadership and communities of practice. Communities of Practice: Facilitating Social Learning in Higher Education, 313-327. https://doi.org/10.1007/978-981-10-2879-3_14 Jung, J. Y. (2022). The effect of authentic leadership of deans and directors on sustainable organizational commitment at universities: Mediated by organizational culture and trust. Sustainability, 14(17), 11051. https://doi.org/10.3390/su141711051 Kanter, R. M. (1968). Commitment and social organization: A study of commitment mechanisms in utopian communities. American Sociological Review, 33(4), 499-517. https://doi.org/10.2307/2092438 Kaptelinin, V., & Nardi, B. (2018). Activity theory as a framework for human-technology interaction research. Mind, Culture, and Activity, 25(1), 3-5. https://doi.org/10.1080/10749039.2017.1393089 Kavgaci, H., & Öztürk, A. (2023). How distributed leadership and teachers’ psychological capital influence turnover intention? Understanding the mediating role of trust in principal and work engagement. Participatory Educational Research, 10(1), 190-212. https://doi.org/10.17275/per.23.11.10.1 Khan, M. A., Md Yusoff, R., Hussain, A., & Binti, I., F. (2019). The mediating effect of job satisfaction on the relationship of HR practices and employee job performance: Empirical evidence from higher education sector. International Journal of Organizational Leadership, 8(1), 78-94. https://doi.org/10.33844/ijol.2019.60392 Kılınç, A. Ç., Polatcan, M., Savaş, G., & Er, E. (2022). How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal. Educational Management Administration & Leadership, 1-20. https://doi.org/10.1177/17411432221082803 Kılınç, A. Ç., Polatcan, M., Turan, S., & Özdemir, N. (2022). Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: A multilevel mediated-effect model. Irish Educational Studies, 1-19. https://doi.org/10.1080/03323315.2022.2061567 Klein, H. J., Molloy, J. C., & Brinsfield, C. T. (2012). Reconceptualizing workplace commitment to redress a stretched construct Revisiting assumptions and removing confounds. Academy of Management Review, 37(1), 130–151. https://doi.org/10.5465/arma.2010.0018 *Kondakci, Y., Zayim, M., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2016). The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers. Educational Studies, 42(4), 410-426. https://doi.org/10.1080/03055698.2016.1206462 Leithwood, K., & Jantzi, D. (1998). Distributed leadership and student engagement in school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Leithwood, K., Mascall, B., & Strauss, T. (2009). Distributed leadership according to the evidence. Routledge. Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347 Lester, P. E. (1987). Development and factor analysis of the teacher job satisfaction questionnaire (TJSQ). Educational and Psychological Measurement, 47(1), 223-233. https://doi.org/ 10.1177/0013164487471031 Lewicki, R. J., & Wiethoff, C. (2006). Trust, trust development, and trust repair. The Handbook of Conflict Resolution: Theory and Practice, (2nd ed., pp. 92-119). San Francisco, CA: Jossey-Bass. Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42. https://doi.org/10.1177/1741143214558577 *Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9, 2420. https://doi.org/10.3389/fpsyg.2018.02420 Li, X., Guo, Y., & Zhou, S. (2021). Chinese preschool teachers’ income, work-family conflict, organizational commitment, and turnover intention: A serial mediation model. Children and Youth Services Review, 128, 106005. https://doi.org/10.1016/j.childyouth.2021.106005 Limon, İ., Dilekç, Ü., & Demirer, S. (2021). The mediating role of initiative climate on the relationship between distributed leadership and organizational resilience in Schools. International Journal of Contemporary Educational Research, 8(1), 128-144. https://doi.org/10.33200/ijcer.829411 Liu, L., Liu, P., Yang, H., Yao, H., & Thien, L. M. (2022). The relationship between distributed leadership and teacher well-being: The mediating roles of organizational trust. Educational Management Administration & Leadership, 1-17. https://doi.org/10.1177/17411432221113683 Liu, S., Keeley, J. W., Sui, Y., & Sang, L. (2021). Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration. Studies in Educational Evaluation, 71, 101099. https://doi.org/10.1016/j.stueduc.2021.101099 Liu, Y., & Printy, S. M. (2017). Distributed leadership and educator attitudes. Emerging Issues and Trends in Education, 143-180. https://doi.org/10.14321/j.ctt1qd8zjk.11 Liu, Y., & Watson, S. (2020). Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: A lens of distributed leadership. International Journal of Leadership in Education, 26(6), 1082-1110. https://doi.org/10.1080/13603124.2020.1820580 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. https://doi.org/10.1016/j.ijer.2019.05.005 Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/ 10.1177/1741143220910438 Locke, E.A. (1976). The nature and causes of job satisfaction. In M. Dunnette (Ed.) The handbook of industrial and organizational psychology (pp. 1297-1349). Rand McNally. Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1–24. https://doi.org/10.1007/s10833-006-9015-5 Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336. https://doi.org/10.1080/09243453.2010.486586 MacBeath, J. (2009). Distributed leadership: Paradigms, policy, and paradox. In Distributed leadership according to the evidence (pp. 59-76). Routledge. MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201–226. https://doi.org/10.1146/annurev.psych.51.1.201 MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83-104. https://doi.org/10.1037/1082-989X.7.1.83 Malloy, J., & Leithwood, K. (2017). Effects of distributed leadership on school academic press and student achievement. How School Leaders Contribute to Student Success: The Four Paths Framework, 69-91. https://doi.org/10.1007/978-3-319-50980-8_5 Mansor, A. N., Abdullah, R., & Jamaludin, K. A. (2021). The influence of transformational leadership and teachers’ trust in principals on teachers’ working commitment. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi.org/10.1057/s41599-021-00985-6 Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 107, 532-575. https://doi.org/10.1086/444197 *Mascall, B., Leithwood, K., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214–228. https://doi.org/01623737019003245 McAllister, D. J. (1995). Affect-and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38(1), 24-59. https://doi.org/10.2307/256727 McCauley, D. P., & Kuhnert, K. W. (1992). A theoretical review and empirical investigation of employee trust in management. Public Administration Quarterly, ,16, 265-284. http://www.jstor.org/stable/40862286 McEvily, B., Perrone, V., & Zaheer, A. (2003). Trust as an organizing principle. Organization Science, 14(1), 91-103. https://doi.org/ 10.1287/orsc.14.1.91.12814 Melesse, T., & Belay, S. (2022). Uplifting teachers’ professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction. Cogent Education, 9(1), 2057102. https://doi.org/ 10.1080/2331186X. 2022.2057102 Metaferia, T., Baraki, Z., & Mebratu, B. (2023). Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools. Cogent Education, 10(1), 2187563. https://doi.org/ 10.1080/ 2331186X.2018.1437670 Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. https://doi.org/10.1016/1053-4822(91)90011-Z Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace: Theory, research, and application. Sage Publications. Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20–52. https://doi.org/10.1006/jvbe.2001.1842 Mitchell, R. M., Ripley, J., Adams, C., & Raju, D. (2011). Trust an essential ingredient in collaborative decision making. Journal of School Public Relations, 32(2), 145-170. https://doi.org/10.3138/jspr.32.2.145 *Moe, K., & Thant, K.S. (2020). Relationship between principal’s distributed leadership and teacher organizational commitment. Journal of the Myanmar Academy of Arts and Science, 18(9), 491-502. https://doi.org/10.12973/edupij.2014.312.3 Mohamed, M. S., Kader, M. M. A., & Anisa, H. (2012). Relationship among organizational commitment, trust and job satisfaction: An empirical study in banking industry. Research Journal of Management Sciences, 1(2), 1-7. https://doi.org/10.21608/asnj.2015.182450 Moorman, C., Deshpande, R., & Zaltman, G. (1993). Factors affecting trust in market research relationships. Journal of Marketing, 57(1), 81-101. https://doi.org/ 10.2307/1252059 Mowday, R. T., Porter, L. W., & Steers, R. M. (1982). Employee—organization linkages: The psychology of commitment, absenteeism, and turnover. Academic press. Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247. https://doi.org/10.1016/0001-8791(79)90072-1 *Nasra, M. A., & Heilbrunn, S. (2016). Transformational leadership and organizational citizenship behavior in the Arab educational system in Israel: The impact of trust and job satisfaction. Educational Management Administration & Leadership, 44(3), 380-396. https://doi.org/10.1177/1741143214549975 Ng, T. W. H., & Feldman, D. C. (2011). Affective organizational commitment and citizenship behavior: Linear and non-linear moderating effects of organizational tenure. Journal of Vocational Behavior, 79(2), 528–537. https://doi.org/ 10.1016/j.jvb.2011.03.006 Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177. https://doi.org/10.1080/09243450600565746 Nyhan, R. C., & Marlowe Jr, H. A. (1997). Development and psychometric properties of the organizational trust inventory. Evaluation Review, 21(5), 614-635. https://doi.org/10.1177/0193841X9702100505 Önder, M. E., Akçıl, U., & Cemaloğlu, N. (2019). The relationship between teachers’ organizational commitment, job satisfaction and whistleblowing. Sustainability, 11(21), 5995. https://doi.org/10.3390/su11215995 O'Reilly, C. A., & Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification, and internalization on prosocial behavior. Journal of Applied Psychology, 71(3), 492. https://doi.org/10.1037/0021-9010.71.3.492 Organ, D. W., & Near, J. P. (1985). Cognition vs affect in measures of job satisfaction. International Journal of Psychology, 20(2), 241-253. https://doi.org/10.1080/00207598508246751 Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/ 10.3390/ijerph182312763 Osborn, R. N., & Hunt, J. G. J. (2007). Leadership and the choice of order: Complexity and hierarchical perspectives near the edge of chaos. The Leadership Quarterly, 18(4), 319-340. https://doi.org/10.1016/j.leaqua.2007.04.003 Otrębski, W. (2022). The correlation between organizational (school) climate and teacher job satisfaction—The type of educational institution moderating role. International Journal of Environmental Research and Public Health, 19(11), 6520. https://doi.org/10.3390/ijerph19116520 Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation, 11(5), 461-485. https://doi.org/10.1080/13803610500146269 Parlar, H., Türkoğlu, M. E., & Cansoy, R. (2022). Exploring how authoritarian leadership affects commitment: The mediating roles of trust in the school principal and silence. International Journal of Educational Management, 36(1), 110-129. https://doi.org/10.1108/IJEM-04-2021-0160 Peng, Y., Wu, H., & Guo, C. (2022). The relationship between teacher autonomy and mental health in primary and secondary school teachers: The chain-mediating role of teaching efficacy and job satisfaction. International Journal of Environmental Research and Public Health, 19(22), 15021. https://doi.org/10.3390/ijerph192215021 Pietsch, M., Tulowitzki, P., & Koch, T. (2019). On the differential and shared effects of leadership for learning on teachers’ organizational commitment and job satisfaction: A multilevel perspective. Educational Administration Quarterly, 55(5), 705-741. https://doi.org/10.1177/0013161X18806346 Pigott, T. (2012). Advances in meta-analysis. Springer Science & Business Media. *Polat, D. D., & İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13. https://doi.org/10.17220/ijpes.2018.03.001 Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609. https://doi.org/10.1037/h0037335 Pranitasari, D. (2020). The influence of effective leadership and organizational trust to teacher’s work motivation and organizational commitment. Media Ekonomi dan Manajemen, 35(1), 75-91. https://doi.org/10.24856/mem.v35i1.1257 Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879 Preacher, K. J., & Selig, J. P. (2012). Advantages of Monte Carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98. https://doi.org/10.1080/19312458.2012.679848 Price, H. E. (2012). Principal–teacher interactions how affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39–85. https://doi.org/10.1177/0013161X11417126 Reyes, P. (1990). Teachers and their workplace: Commitment, performance, and productivity. Sage Publications. Reyes, P., & Pounder, D. G. (1990). Teacher commitment, job satisfaction, and school value orientation: A study of public and private schools. University of Wisconsin. Ritonga, R. (2016). Influence of transformational leadership, organizational culture and trust on organizational commitment. International Journal of Managerial Studies and Research, 4(9), 47-51. https://doi.org/10.20431/2349-0349.0409006 Robbins, D. (2001). Organization behavior (9th ed.). Englewood Cliffs. Rogowska, A. M., & Meres, H. (2022). The mediating role of job satisfaction in the relationship between emotional intelligence and life satisfaction among teachers during the COVID-19 pandemic. European Journal of Investigation in Health, Psychology and Education, 12(7), 666-676. https://doi.org/ 10.3390/ejihpe12070050 Rosenholtz, S. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93(3), 352-387. https://doi.org/10.1086/443805 Rosenthal, R. (1986). Meta-analytic procedures for social science research. Educational Researcher, 15(8), 18-20. https://doi.org/10.3102/0013189X015008018 Rosenthal, R. (1991). Meta-analysis: A review. Psychosomatic medicine, 53(3), 247-271. https://doi.org/ 10.1097/00006842-199105000-00001 Rousseau, D. M., Sitkin, S. B., Burt, R. S., & Camerer, C. (1998). Not so different after all: A cross-discipline view of trust. Academy of Management Review, 23(3), 393-404. https://doi.org/10.1177/0001839214529545 *Sahraee, F., Farhadi Rad, H., & Elhampour, H. (2021). The effects of distributive leadership style: Beyond teachers' job satisfaction. Journal of School Administration, 9(3), 13-30. https://www.researchgate.net/publication/353635972_The_Effects_of_Distributive_Leadership_Style_Beyond_Teachers'_Job_Satisfaction Salfi, N. A. (2011). Successful leadership practices of head teachers for school improvement: Some evidence from Pakistan. Journal of Educational Administration, 49(4), 414-432. https://doi.org/10.1108/09578231111146489 *Samancioglu, M., Baglibel, M., & Erwin, B. J. (2020). Effects of distributed leadership on teachers' job satisfaction, organizational commitment and organizational citizenship. Pedagogical Research, 5(2), 52-61. https://doi.org/10.29333/pr/6439 *Sarikaya, Ş., & Kara, B. K. (2020). Organizational trust and organizational support as a predictor of job satisfaction. International journal of curriculum and instruction, 12, 435-466. https://www.researchgate.net/publication/339301479_Organizational_trust_and_organizational_support_as_a_predictor_of_job_satisfaction Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of principal practice: Time allocation and school principal work. Educational Administration Quarterly, 54(1), 47-84. https://doi.org/10.1177/0013161X17720978 Senge, P. M. (2017). The leaders new work: Building learning organizations. In Leadership perspectives (pp. 51-67). Routledge. *Sesen, H., & Basim, N. H. (2012). Impact of satisfaction and commitment on teachers’ organizational citizenship. Educational Psychology, 32(4), 475-491. https://doi.org/10.1080/01443410.2012.670900 Sezen-Gultekin, G., Bayrakcı, M., & Limon, I. (2021). The mediating role of organizational commitment on the relationship between emotional labor and work engagement of teachers. Frontiers in Psychology, 12, 648404. https://doi.org/10.3389/fpsyg.2021.648404 *Shi, X., Yu, Z., & Zheng, X. (2020). Exploring the relationship between paternalistic leadership, teacher commitment, and job satisfaction in Chinese schools. Frontiers in Psychology, 11, 1481. https://doi.org/10.3389/fpsyg.2020.01481 Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological methods, 7(4), 422-445. https://doi.org/10.1037/1082-989X.7.4.422 *Siburian, T. A. (2013). The effect of interpersonal communication, organizational culture, job satisfaction, and achievement motivation to organizational commitment of state high school teacher in the district Humbang Hasundutan. International Journal of Humanities and Social Science, 3(12), 247-264. http://digilib.unimed.ac.id/id/eprint/780 Singh, S., & Ryhal, P. C. (2023). The influence of teachers’ emotional intelligence on academic performance with mediating effect of job satisfaction. Journal of Education, 203(3), 499-507. https://doi.org/10.1177/00220574211032314 *Sirikligil, R., & Demirhan, G. (2020). The Relationship Between Leadership Capacity and Organizational Commitment in Educational Institutions. Osmangazi Journal of Educational Research, 7(1), 105-126. https://reurl.cc/RWvAm9 *Siswanto, S., & Yuliana, I. (2022). Linking transformational leadership with job satisfaction: the mediating roles of trust and team cohesiveness. Journal of Management Development, 41(2), 94-117. https://doi.org/ 10.1108/JMD-09-2020-0293 Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001 Smetana, L. K., Wenner, J., Settlage, J., & McCoach, D. B. (2016). Clarifying and capturing “trust” in relation to science education: Dimensions of trustworthiness within schools and associations with equitable student achievement. Science Education, 100(1), 78-95. https://doi.org/10.1002/sce.21195 Smith, P. C., Kendall, L. M. & Hulin, C. L. (1969). The measurement of satisfaction in work and retirement. Rand McNally. Smylie, M., Mayrowetz, D., Murphy, J., & Louis, K. S. (2007). Trust and the development of distributed leadership. Journal of School Leadership, 17(4), 469–503. https://doi.org/10.1177/105268460701700405 Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38, 555-577. https://doi.org/10.1177/001316102237672 Sonmez, E. D., & Gokmenoglu, T. (2023). The impact of principals’ distributed leadership behaviors on teachers’ attitudes toward multiculturalism: Social justice leadership as mediator. Education and Urban Society, 55(4), 433-462. https://doi.org/10.1177/00131245221076095 Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey. American Journal of Community Psychology, 13(6), 693. https://doi.org/10.1007/BF00929796 Spillane, J. P. (2006). Distributed leadership. Jossey-Bass. Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34. https://doi.org/10.1080/0022027032000106726 Statt, D. A. (2004). The Routledge dictionary of business management. Routledge. Staw, B. M., & Fox, F. V. (1977). Escalation: The determinants of commitment to a chosen course of action. Human Relations, 30(5), 431-450. https://doi.org/10.1177/001872677703000503 Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46-56. https://doi.org/ 10.2307/2391745 Sun, A., & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 92, 86-97. https://doi.org/ 10.1016/j.ijer.2018.09.006 Tentama, F., & Pranungsari, D. (2016). The roles of teachers' work motivation and teachers' job satisfaction in the organizational commitment in extraordinary schools. International Journal of Evaluation and Research in Education, 5(1), 39-45. https://doi.org/10.11591/ijere.v5i1.4520 *Terzi, R., Gocen, A., & Ahmet, K. A. Y. A. (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156. https://doi.org/10.14689/ejer.2020.86.7 *Thien, L. M., Adams, D., & Koh, H. M. (2021). Nexus between distributed leadership, teacher academic optimism and teacher organizational commitment: A structural equation modelling analysis. International Journal of Educational Management, 35(4), 830-847. https://doi.org/10.1108/IJEM-05-2020-0278 Thompson, J. D. (1967). Organizations in action: Social science bases of administrative theory. McGraw Hill. Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146–164. https://doi.org/10.1177/1741143214558576 *Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451-474. https://doi.org/10.1080/0305764X.2014.987642 Titrek, O. (2016). Relations between trust in principal and shared leadership. The Anthropologist, 24(1), 300-308. https://doi.org/10.1080/09720073.2016.11892019 Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247 Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in US schools. Teaching and Teacher Education, 79, 111–123. https://doi.org/10.1016/j.tate.2018.12.001 Tsai, M. H., Chang, S. H., & Hsieh, M. C. (2016). The impact of Taiwan elementary principal’s distributed leadership and teacher’s emotional labor on teaching effectiveness. International Journal of Intelligent Technologies and Applied Statistics, 9(1), 67-88. https://doi.org/10.6148/IJITAS.2016.0901.06 Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247. https://doi.org/ 10.1177/0013161X08330501 Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass. Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024 Ucar, R. (2021). The effect of school principals' distributed leadership behaviors on teachers' organizational commitment. International Education Studies, 14(5), 19-30. https://doi.org/10.5539/ies.v14n5p19 *Usikalu, O., Ogunleye, A. J., & Effiong, J. (2015). Organizational trust, job satisfaction and job performance among teachers in Ekiti state, Nigeria. British Open Journal of Psychology, 1(1), 1-10. https://reurl.cc/K4MZpR Uslukaya, A., & Demirtas, Z. (2023). The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis. Social Psychology of Education, 26, 1697-1722. https://doi.org/10.1007/s11218-023-09820-z *Uzun, T. (2020). Relationships between power distance, organizational commitment, and trust in schools. Educational Policy Analysis and Strategic Research, 15(3), 359-371. https://doi.org/10.29329/epasr.2020.270.17 Valentine, J. C., Pigott, T. D., & Rothstein, H. R. (2010). How many studies do you need? A primer on statistical power for meta-analysis. Journal of Educational and Behavioral Statistics, 35(2), 215-247. https://doi.org/10.3102/1076998609346961 *Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference? Teaching and Teacher Education, 28(6), 879-889. https://doi.org/10.1016/j.tate.2012.04.001 Van Maele, D., Forsyth, P. B., & Van Houtte, M. (2014). Trust and school life. Rotterdam. Springer. Van Waeyenberg, T., Peccei, R., & Decramer, A. (2022). Performance management and teacher performance: The role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management, 33(4), 623-646. https://doi.org/10.1080/09585192.2020.1754881 Viswesvaran, C., & Ones, D. S. (1995). Theory testing: Combining psychometric meta‐analysis and structural equations modeling. Personnel Psychology, 48(4), 865-885. https://doi.org/10.1111/j.1744-6570.1995.tb01784.x Vroom, V. H. (1962). Ego-involvement, job satisfaction, and job performance. Personnel Psychology, 15, 159-177. https://doi.org/10.1111/j.1744-6570.1962.tb01858.x Vroom, V., Porter, L., & Lawler, E. (2015). Expectancy theories. Organizational behavior (1st ed., pp. 94-113). Routledge. Wang, P., Chu, P., Wang, J., Pan, R., Sun, Y., Yan, M., & Zhang, D. (2020). Association between job stress and organizational commitment in three types of Chinese university teachers: Mediating effects of job burnout and job satisfaction. Frontiers in Psychology, 11, 576768. https://doi.org/10.3389/fpsyg.2020.576768 Ware H, Kitsantas A (2007) Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310. https://doi.org/10.3200/JOER.100.5.303-310 Weiss, D., Davis, R., England, G., & Lofquist, L. (1967). Manual for the Minnesota satisfaction questionnaire. University of Minnesota Industrial Relations Center. Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194. https://doi.org/10.1016/S1053-4822(02)00045-1 *Wilf-Miron, R., Kittany, R., Saban, M., & Kagan, I. (2022). Teachers' characteristics predict students' guidance for healthy lifestyle: A cross-sectional study in Arab-speaking schools. BMC Public Health, 22(1), 1420. https://doi.org/10.1186/s12889-022-13902-6 Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job satisfaction and performance of elementary school teachers. International Journal of Evaluation and Research in Education, 8(4), 575-580. https://doi.org/10.11591/ijere.v8i4.20264 Woods, P. A., Bennett, N., Harvey, J. A., & Wise, C. (2004). Variabilities and dualities in distributed leadership: Findings from a systematic literature review. Educational Management Administration & Leadership, 32(4), 439-457. https://doi.org/10.1177/1741143204046497 *Wu, P. L., Wu, H. J., & Wu, P. C. (2013). Incremental validity of the distributed leadership scale. Journal of Asian Management, 2(2), 5-17. http://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.2(1)/AJMSE2013(2.1-01).pdf Xu, L., Guo, J., Zheng, L., & Zhang, Q. (2023). Teacher well-being in Chinese universities: Examining the relationship between challenge—hindrance stressors, job satisfaction, and teaching engagement. International Journal of Environmental Research and Public Health, 20(2), 1523. https://doi.org/10.3390/ijerph20021523 Zeinabadi, H., & Salehi, K. (2011). Role of procedural justice, trust, job satisfaction, and organizational commitment in organizational citizenship behavior (OCB) of teachers: Proposing a modified social exchange model. Procedia-Social and Behavioral Sciences, 29, 1472-1481. https://doi.org/10.1016/j.sbspro.2011.11.387 Zhang, X., Cheng, X., & Wang, Y. (2023). How is science teacher job satisfaction influenced by their professional collaboration? Evidence from Pisa 2015 data. International Journal of Environmental Research and Public Health, 20(2), 1137. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9859163/ Zhang, Z., Lee, J. C-K., Yin, H., & Yang, X. (2023). Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment. Frontiers in Psychology, 13, 1042798. https://doi.org/10.3389/fpsyg.2022.1042798 *Zheng, X., Yin, H., & Liu, Y. (2019). The relationship between distributed leadership and teacher efficacy in China: The mediation of satisfaction and trust. The Asia-Pacific Education Researcher, 28(6), 509-518. https://doi.org/10.1007/s40299-019-00451-7 Zhu, K., Wang, X., & Jiang, M. (2022). The impact of organizational commitment on turnover intention of substitute teachers in public primary schools: Taking psychological capital as a mediator. Frontiers in Psychology, 13, 1008142. https://doi.org/10.3389/fpsyg.2022.1008142 Zucker, L. G. (1986). Production of trust: Institutional sources of economic structure, Research in Organizational Behavior, 8, 53-111. https://psycnet.apa.org/record/ 1988-10420-001 描述 博士
國立政治大學
教育學系
102152509資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102152509 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.advisor Wu, Cheng-Ta<br>Guo, Chao-Yu en_US dc.contributor.author (作者) 張雅婷 zh_TW dc.contributor.author (作者) Chang, Ya-Ting en_US dc.creator (作者) 張雅婷 zh_TW dc.creator (作者) Chang, Ya-Ting en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-二月-2024 11:18:03 (UTC+8) - dc.date.available 1-二月-2024 11:18:03 (UTC+8) - dc.date.issued (上傳時間) 1-二月-2024 11:18:03 (UTC+8) - dc.identifier (其他 識別碼) G0102152509 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149562 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 102152509 zh_TW dc.description.abstract (摘要) 本研究旨在探討校長分布式領導、教師對校長之信任、教師工作滿意度與組織承諾之關係，並探究教師對校長信任與教師工作滿意度在校長分布式領導與教師組織承諾之間是否具有中介影響及序列中介影響效果。本研究採用後設分析取向之結構方程模式進行兩階段分析，第一階段運用後設分析方法，將40篇期刊文獻資料統合並計算效果量以了解變項間的相關情形；第二階段使用結構方程模式取向路徑分析，以了解變項間的路徑關係並分析中介變項的影響效果。本研究結果如下：一、校長分布式領導、教師對校長之信任、教師工作滿意度與教師組織承諾間之具有正向顯著相關；二、校長分布式領導對教師對校長之信任、教師工作滿意度與教師組織承諾皆具有正向顯著影響；教師對校長之信任對教師工作滿意度與教師組織承諾皆具有正向顯著影響；教師工作滿意度對其組織承諾具有正向顯著影響；三、教師對校長之信任與教師工作滿意度對校長分布式領導與教師組織承諾關係具有中介效果與序列中介效果。最後根據研究結果與結論提出具體建議，以作為教育行政人員以及未來相關研究之參考。 zh_TW dc.description.abstract (摘要) The purpose of this study is to explore the relationships among principals’ distributed leadership, teachers’ trust in the principal, teachers’ job satisfaction and organizational commitment. Furthermore, the mediating and sequential mediating role of teachers’ trust in the principal and teachers’ job satisfaction in the relationship of principals’ distributed leadership and organizational commitment were examined. This study was conducted via two phases by using Meta-Analytic Structural Equation Modeling (MASEM). In the first stage, Meta-Analysis was used to combine data of 40 journals and calculate the effect size to understand the correlation between variables. In the second stage, path analysis of Structural Equation Modeling was adopted to explore the path relationship between variables and the effect of mediating variables. The findings of this study are as follows: 1. Principal’s distributed leadership, teacher’s trust in the principal, teachers’ job satisfaction and organizational commitment are all significantly positively correlated. 2. Principal’s distributed leadership has a positive and significant effect on teacher’s trust in the principal, teachers’ job satisfaction and organizational commitment; teacher’s trust in the principal has a positive and significant effect on teachers’ job satisfaction and organizational commitment; teachers’ job satisfaction has a positive and significant effect on teachers’ organizational commitment. 3. Teacher’s trust in the principal and job satisfaction have a mediating effect and a sequential mediating effect in the relationship of principals’ distributed leadership and organizational commitment. Finally, based on the results of the research, suggestions for educational administration staff and further related studies are proposed. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究問題 9 第三節 名詞釋義 9 第四節 研究方法與步驟 11 第五節 研究範圍與限制 14 第二章 文獻探討 16 第一節 校長分布式領導之意涵、理論及相關研究 16 第二節 教師組織承諾之意涵、理論及相關研究 40 第三節 教師對校長信任之意涵、理論及相關研究 59 第四節 教師工作滿意度之意涵、理論及相關研究 76 第五節 校長分布式領導、教師對校長信任、教師組織承諾與工作滿意之相關研究 92 第三章 研究設計與實施 109 第一節 研究架構與假設 109 第二節 研究對象 112 第三節 研究程序與資料處理 114 第四節 統計分析方法 118 第四章 研究結果與討論 133 第一節 研究樣本現況分析 133 第二節 校長分布式領導、教師對校長信任、教師工作滿意度與組織承諾之效果量分析 137 第三節 校長分布式領導、教師對校長之信任、教師工作滿意度與組織承諾之路徑分析 149 第四節 綜合討論 155 第五章 結論與建議 159 第一節 研究結論 159 第二節 研究建議 163 參考文獻 167 zh_TW dc.format.extent 3432182 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102152509 en_US dc.subject (關鍵詞) 分布式領導 zh_TW dc.subject (關鍵詞) 信任 zh_TW dc.subject (關鍵詞) 工作滿意度 zh_TW dc.subject (關鍵詞) 組織承諾 zh_TW dc.subject (關鍵詞) 後設分析取向結構方程模式 zh_TW dc.subject (關鍵詞) 多重中介 zh_TW dc.subject (關鍵詞) 序列中介 zh_TW dc.subject (關鍵詞) distributed leadership en_US dc.subject (關鍵詞) trust en_US dc.subject (關鍵詞) job satisfaction en_US dc.subject (關鍵詞) organizational commitment en_US dc.subject (關鍵詞) Meta-Analytic Structural Equation Modeling en_US dc.subject (關鍵詞) multiple mediation en_US dc.subject (關鍵詞) serial mediation en_US dc.title (題名) 校長分布式領導、教師對校長之信任、教師工作滿意度與組織承諾之關係研究：後設分析取向結構方程模式之應用 zh_TW dc.title (題名) The Relationships among Principals’ Distributed Leadership, Teachers’ Trust in the Principal, Teachers’ Job Satisfaction and Organizational Commitment: An Application of Meta-Analytic Structural Equation Modeling en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、 中文部分 余民寧（2006）。潛在變項模式：SIMPLIS 的應用。臺北市：高等教育。 吳明隆（2015）。結構方程模式：SIMPLIS 的應用。臺北市：五南。 吳政達（2009）。學校組織中領導者與部屬交換關係、組織公平、組織自尊與工作滿意度對組織公民行為影響之研究。教育政策論壇，12（1），141-161。https://doi.org/10.6295/TAMJ.2004.0402.02 李茂能（2015）。傳統整合分析理論與實務： ESS & EXCEL。臺北市：五南。 秦夢群（2015）。教育領導理論與應用。臺北市：五南。 張奕華、顏弘欽（2012）。學校分散式領導構面之探析：領導者、追隨者與情境三元互動之檢證。教育實踐與研究，25（2），225-253。 https://doi.org/10.6776 /JEPR.201212.0225 賴志峰（2008）。分佈式領導理論之探究—學校領導者、追隨者和情境的交互作用。國民教育研究學報，20，87-113。 https://doi.org/10.53106/16806360 2022110343005 賴志峰（2009）。中小學分佈式領導風格量表之檢證。初等教育學刊，34，25-52。https://doi.org/10.7036/JEE.200912.0025 貳、外文部分（前面標註＊為納入後設分析樣本之期刊） Abdulaziz, A., Bashir, M., & Alfalih, A. A. (2022). The impact of work-life balance and work overload on teacher’s organizational commitment: Do job engagement and perceived organizational support matter. Education and Information Technologies, 27(7), 9641-9663. https://doi.org/10.1007/s10639-022-11013-8 Adams, C. M., & Miskell, R. C. (2016). Teacher trust in district administration: A promising line of inquiry. Educational Administration Quarterly, 52(4), 675-706. https://doi.org/10.1177/0013161X17721608 Adams, J. S. (1965). Inequity in social exchange. Advances in Experimental Social Psychology, 2, 267-299. https://doi.org/10.1016/S0065-2601(08)60108-2 *Adıgüzelli, Y. (2016). Examining the relationship between distributed leadership and organizational trust according to opinions of teachers. Education & Science, 41(185), 269–280. https://doi.org/10.15390/EB.2016.6218 Ağalday, B. (2022). Examining the effect of principals' inclusive leadership practices on organizational hypocrisy through the mediating role of trust in principal. Participatory Educational Research, 9(5), 204-221. https://doi.org/10.17275/per. 22.111.9.5 *Akdemir, Ö. A., & Ayik, A. (2017). The impact of distributed leadership behaviors of school principals on the organizational commitment of teachers. Universal Journal of Educational Research, 5(12), 18–26. https://doi.org/10.13189/ujer.2017.051402 Akhtar, R., & Nazarudin, M. N. (2020). Synthesizing literature of leadership, job satisfaction and trust in leadership. African Journal of Hospitality, Tourism and Leisure, 9(2), 1-16. https://doi.org/10.31667/jhts.2020.9.84.205 *Alazmi, A. A., & Alenezi, A. S. (2020). Exploring the mediating role of trust in principal on the relationship between organizational justice and teacher commitment in Kuwait. International Journal of Leadership in Education, 1-17. https://doi.org/10.1080/13603124.2020.1832705 Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276. https://doi.org/10.1006/jvbe.1996.0043 Allida, W. L. P. D. (2021). The relationship between job satisfaction and organizational commitment among employees of a selected tertiary educational institution in Northwest Haiti. East African Journal of Education and Social Sciences, 2(1), 33-40. https://doi.org/10.46606/eajess2021v02i01.0063 *Alshehri, K. (2022). Distributed leadership among school principals in the eastern region and its relationship to teachers' job satisfaction. Journal of Language and Linguistic Studies, 18(1), 909-930. https://doi.org/10.56556/jssms.v2i1.326 Al-Omari, A. A., & Hilal, Y. Y. (2022). The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers. International Journal of Education and Learning, 4(2), 130-139. https://doi.org/10.29173/ijll13 *Amini, A., & Kemal, I. (2021). The effect of trust and job satisfaction on citizenship organizational behavior in high school. Journal of Pendidikan, 13(2), 1348-1357. https://doi.org/10.35445/alishlah.v13i2.655 Amoah, V. S., Annor, F., & Asumeng, M. (2021). Psychological contract breach and teachers' organizational commitment: Mediating roles of job embeddedness and leader-member exchange. Journal of Educational Administration, 59(5), 634-649. https://doi.org/10.1108/JEA-09-2020-0201 Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. SAGE Open, 12(3). https://doi.org/10.1177/2158244022110 9585 Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173. https://doi.org/ 10.1007/BF02294170 Anderson, S., Leithwood, K., & Seashore Louis, K. (2012). Data use: An exploration from the district to the school. Linking Leadership to Student Learning, 158-180. https://doi.org/10.1177/0013161X08321495 *Ateş, A., & Ünal, A. (2021). The relationship between diversity management, job satisfaction and organizational commitment in teachers: A mediating role of perceived organizational support. Educational Sciences: Theory & Practice, 21(1), 18-32. https://doi.org/ 10.5296/jei.v7i2.18966 *Atik, S., & Celik, O. T. (2020). An investigation of the relationship between school principals' empowering leadership style and teachers' job satisfaction: The role of trust and psychological empowerment. International Online Journal of Educational Sciences, 12(3), 177-193. https://doi.org/10.15345/iojes.2020.03.014 Babaoglan, E. (2016). The predictive power of organizational trust to organizational commitment in elementary and high school teachers. The Anthropologist, 24(1), 83-89. https://doi.org/10.1080/09720073.2016.11891992 Baloglu, N. (2012). Relations between value-based leadership and distributed leadership: A casual research on school principles' behaviors. Educational Sciences: Theory and Practice, 12(2), 1375-1378. https://doi.org/ 10.12738/estp.2015.3.1988 Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood cliffs. Barili, F., Parolari, A., Kappetein, P. A., & Freemantle, N. (2018). Statistical Primer: heterogeneity, random-or fixed-effects model analyses? Interactive Cardiovascular and Thoracic Surgery, 27(3), 317-321. https://doi.org/10.1093/icvts/ivy163 Barnard, C. (1938). The functions of the executive. Harvard University Press. Barnett, D. E. (2019). Full-range leadership as a predictor of extra effort in online higher education: The mediating effect of job satisfaction. Journal of Leadership Education, 18(1), 86-111. https://doi.org/10.12806/V18/I1/R6 Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/ 10.1037/0022-3514.51.6.1173 Barry, D. (1991) Managing the bossless team: Lessons in distributed leadership. Organizational Dynamics, 20(1), 31-47. https://doi.org/10.1016/0090-2616(91) 90081-J Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542. https://doi.org/ 10.1108/JMD-07-2018-0210 Bastug, G., Pala, A., Kumartasli, M., Günel, İ., & Duyan, M. (2016). Investigation of the relationship between organizational trust and organizational commitment. Universal Journal of Educational Research, 4(6), 1418-1425. https://doi.org/10.13189/ujer. 2016.040619 Bayfield, A. H., & Rothe, H. F. (1951). The job satisfaction index. Journal of Applied Psychology, 35, 307-311. https://doi.org/10.1037/h0055617 Becker, H. S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66(1), 32-40. https://doi.org/10.1086/222820 Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: Mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602-624. https://doi.org/10.1080/03055698.2020.1793301 Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-69. https://doi.org/10.1108/JEA-12-2015-0116 Bellibas, M. S., & Liu, Y. (2018). The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate. International Journal of Leadership in Education, 21(2), 226-244. https://doi.org/10.1080 /13603124.2016.1147608 *Bennett, D. (2022). Retention of secondary school teachers: organizational commitment and job satisfaction among teachers in the Caribbean region. Indian Journal of Positive Psychology, 13(2), 76-78. https://proxyone.lib.nccu.edu.tw/login?url=https://www.proquest.com/scholarly-journals/retention-secondary-school-teachers/docview/2696905101/se-? accountid=10067 Bennett, N., Wise, C., Woods, P. A., & Harvey, J. A. (2003). Distributed leadership: A review of literature. National College for School Leadership. Berkovich, I. (2018). Effects of principal-teacher gender similarity on teacher’s trust and organizational commitment. Sex Roles, 78, 561-572. https://doi.org/10.1007/s11199 -017-0814-3 Beycioglu, K., Ozer, N, & Ugurlu C.T. (2012). Distributed leadership and organizational trust: The case of elementary schools. Procedia-Social and Behavioral Sciences, 46, 3316–3319. https://doi.org/10.1016/j.sbspro.2012.06.058 Blau, P. M. (1968). Social exchange. International Encyclopedia of the Social Sciences, 7(4), 452-457. https://doi.org/10.1016/B978-0-08-097086-8.32056-6 Bogler, R., & Berkovich, I. (2022). A systematic review of empirical evidence on teachers’ organizational commitment 1994–2018. Leadership and Policy in Schools, 21(3), 440-457. https://doi.org/ 10.1080/15700763.2020.1774783 Bolger, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. https://doi.org/ 10.1177/00 131610121969460 Bottery, M. (2004). Trust: Its importance for educators. Management in Education, 18(5), 6-10. https://doi.org/10.1177/089202060501800502 Bredeson, P., & Kelley, C. (2013). Introduction to the special issue: Distributed instructional leadership as a reform strategy—Activating teacher leadership to improve student learning in urban high schools. Journal of School Leadership, 23(2), 214-219. https://doi.org/10.1177/105268461302300201 Brezicha, K. F., & Fuller, E. J. (2019). Building teachers’ trust in principals: Exploring the effects of the match between teacher and principal race/ethnicity and gender and feelings of trust. Journal of School Leadership, 29(1), 25-53. https://doi.org/ 10.1177/1052684618825087 Brief, A. P., & Roberson, L. (1989). Job attitude organization: An exploratory study 1. Journal of Applied Social Psychology, 19(9), 717-727. https://doi.org/ 10.1111/j.1559-1816.1989.tb01254.x Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation. Burić, I., & Moe, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008. https://doi.org/10.1016/j.tate.2019.103008 *Cansoy, R., & Parlar, H. (2018). Examining the relationship between distributed leadership, trust in administrators and school academic optimism. Journal of Educational Management in Theory and Practice, 24(1), 1-44. https://doi.org/10.12738/estp.2014.5.2159 Cansoy, R., Polatcan, M., & Parlar, H. (2020). Paternalistic school principal behaviors and teachers’ participation in decision making: The intermediary role of teachers’ trust in principals. Research in Educational Administration and Leadership, 5(2), 553-584. https://doi.org/10.30828/real/2020.2.8 *Çayak, S. (2021). The effect of sustainable leadership behaviors of school principals on teachers’ organizational commitment and job satisfaction. Discourse and Communication for Sustainable Education, 12(1), 102-120. https://doi.org/ 10.2478/dcse-2021-0008 *Cayupe, J. C., Bernedo-Moreira, D. H., Morales-García, W. C., Alcaraz, F. L., Peña, K. B. C., Saintila, J., & Flores-Paredes, A. (2023). Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: The mediating role of job satisfaction. Frontiers in Psychology, 14, 1066321. https://doi.org/10.3389/fpsyg.2018.00933 *Celep, C., & Yilmazturk, O. E. (2012). The relationship among organizational trust, multidimensional organizational commitment and perceived organizational support in educational organizations. Procedia-Social and Behavioral Sciences, 46, 5763-5776. https://doi.org/10.1016/j.sbspro.2012.06.512 Chanana, N. (2021). The impact of COVID‐19 pandemic on employees’ organizational commitment and job satisfaction in reference to gender differences. Journal of Public Affairs, 21(4), 2695. https://doi.org/10.1002/pa.2695 Cheung, M. W.-L. (2018). Issues in solving the problem of effect size heterogeneity in meta-analytic structural equation modeling: A commentary and simulation study on Yu, Downes, Carter, and O’Boyle (2016). Journal of Applied Psychology, 103(7), 787–803. https://doi.org/10.1037/apl0000284.supp Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. Statistical Strategies for Small Sample Research, 1(1), 307-341. https://doi.org/10.3758/s13428-012-0297-7 Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767–777. https://doi.org/10.1016/j.tate.2009.01.005 Chua, R. Y. J., Ingram, P., & Morris, M. W. (2008). From the head and the heart: Locating cognition-and affect-based trust in managers' professional networks. Academy of Management Journal, 51(3), 436-452. https://doi.org/ 10.5465/amj.2008.32625956 Chughtai, A. A., & Buckley, F. (2009). Linking trust in the principal to school outcomes: The mediating role of organizational identification and work engagement. International Journal of Educational Management, 23(7), 574-589. https://doi.org/ 10.1108/09513540910990816 Chung, M. S. (2019). Teacher efficacy, collective self-esteem, and organizational commitment of childcare teachers: A moderated mediation model of social support. Frontiers in Psychology, 10, 955. https://doi.org/10.3389/fpsyg.2019.00955 Churchill Jr, G. A., Ford, N. M., & Walker Jr, O. C. (1974). Measuring the job satisfaction of industrial salesmen. Journal of Marketing Research, 11(3), 254-260. https://doi.org/10.2307/3151140 Clift, R. T., & Thurston, T. W. (1995) (Eds.). Distributed leadership: School improvement through collaboration. JAI Press. Çoban, Ö., & Atasoy, R. (2020). Relationship between Distributed Leadership, Teacher Collaboration and Organizational Innovativeness. International Journal of Evaluation and Research in Education, 9(4), 903-911. https://doi.org/ 10.11591/ijere. v9i4.20679 Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: Testing a multilevel mediation model. Educational Management Administration & Leadership, 51(1), 95-115. https://doi.org/10.1177/1741143220968170 *Çobanoğlu, N. (2020). Relation among managers, teachers and schools at state schools in Turkey: Shared leadership, job satisfaction, organizational trust. European Journal of Education Studies, 7(7), 315-342. https://doi.org/10.46827/ejes.v7i7. 3173 Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783 Coleman, J.S. (1990) Foundations of social theory. Belknap Press of Harvard University Press. Colquitt, J. A., Lepine, J. A., & Wesson, M. J. (2015). Organizational behavior: Improving performance and commitment. McGraw Hill Education. Coomber, B., & Barriball, K. L. (2007). Impact of job satisfaction components on intent to leave and turnover for hospital-based nurses: a review of the research literature. International Journal of Nursing Studies, 44(2), 297-314. https://doi.org/ 10.1016/j.ijnurstu.2006.02.004 Cooper, H. M. (1982). Scientific guidelines for conducting integrative research reviews. Review of Educational Research, 52, 291-302. https://doi.org/ 10.3102/0034654305 2002291 Cooper-Hakim, A., & Viswesvaran, C. (2005). The construct of work commitment: Testing an integrative framework. Psychological Bulletin, 131(2), 241. https://doi.org/10.1037/0033-2909.131.2.241 Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291. https://doi.org/ 10.1177/0013161X0833 0502 Cowie, B., Jones, A., & Harlow, A. (2011). The distribution of leadership as an influence on the implementation of a national policy initiative: the example of the Laptops for Teachers scheme. School Leadership and Management, 31(1), 47-63. https://doi.org/ 10.1080/13632434.2010.540561 Cruise, S. D., & Louis, S. K. (2009). Building strong cultures: A leaders guide to change. Corwin Press. Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41, 603-627. https://doi.org/ 10.1177/0042085906292512 *Demir, S. (2018). Structural capital’s contribution to teacher’s job satisfaction: The mediating role of organizational commitment. International Journal of Educational Methodology, 4(4), 195-203. https://doi.org/10.12973/ijem.4.4.195 Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 20(85), 205-224. https://doi.org/10.14689/ejer.2020.85.10 *Demirtaş, H., Özer, N., Demirbilek, N., & Balı, O. (2017). Relationship between the perceived principal support, trust in principal and organizational commitment. International Online Journal of Educational Sciences, 9(4), 1075-1092. https://doi.org/10.15345/iojes.2017.04.013 Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers’ organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205-231. https://doi.org/10.1086/674370 Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147-154. https://doi.org/10.1086/656300 Dietz, G., & Den Hartog, D. (2006). Measuring trust inside organizations. Personnel Review, 35(5), 557-588. https://doi.org/10.1108/00483480610682299 Dirks, K. T., & Ferrin, D. L. (2001). The role of trust in organizational settings. Organization Science, 12(4), 450-467. https://doi.org/10.1287/orsc.12.4.450.10640 *Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977. https://doi.org/10.1177/1741143216653975 Dursun, E. (2015). The relation between organizational trust, organizational support and organizational commitment. African Journal of Business Management, 9(4), 134-156. https://doi.org/10.5897/AJBM2014.7623 *Egriboyun, D. (2014). The relation between organizational trust and organizational commitment of the administrators/teachers who are employed in the secondary education schools. Journal of Faculty of Education, 14(2), 329-363. https://doi.org/ 10.7176/JEP/10-36-18 Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge university press. Engeström, Y. (1999). Activity theory and individual and social transformation. Perspectives on Activity Theory, 19(38), 19-30. https://doi.org/ 10.1017/CBO97805 11812774.003 Farnsworth, S. J., Hallam, P. R., & Hilton, S. C. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3), 209-228. https://doi.org/ 10.1177/0192636519871624 Ferguson, C. J. (2009). Is psychological research really as good as medical research? Effect size comparisons between psychology and medicine. Review of General Psychology, 13(2), 130-136. https://doi.org/10.1037/a0015103 Fullan, M., & Watson, N. (2000). School-based management: Reconceptualizing to improve learning outcomes. School Effectiveness and School Improvement, 11(4), 453-473. https://doi.org/10.1076/sesi.11.4.453.3561 George, J. M., & Jones, G. R. (2008). Understanding and managing organizational behavior. Pearson Prentice-Hall. Ghazinejad, M., Hussein, B. A., & Zidane, Y. J. T. (2018). Impact of trust, commitment, and openness on research project performance: Case study in a research institute. Social Sciences, 7(2), 22. https://doi.org/10.3390/socsci7020022 Glass, G. V., McGaw, B.,& Smith, M. L. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X 005010003 Gordon, Z. V. (2005). The effect of distributed leadership on student achievement. [Unpublished doctoral dissertation]. Central Connecticut State University. https://doi.org/10.17918/etd-3986 Gouëdard, P., Kools, M., & George, B. (2023). The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis. School Effectiveness and School Improvement,34(3), 1-27. https://doi.org/10.1080/ 09243453.2023.2196081 Gressick, J., & Derry, S. J. (2010). Distributed leadership in online groups. International Journal of Computer-Supported Collaborative Learning, 5(2), 211-236. https://doi. org/10.1007/s11412-010-9086-4 Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423-451. https://doi.org/10.1016/S1048-9843(02)00120-0 Gronn, P. (2003). The new work of educational leaders. Paul Chapmand. Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25-48. https://doi.org/10.1177 /1741143216659296 Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? In Distributed Leadership: Different Perspectives (pp. 101-117). Dordrecht: Springer Netherlands. Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders? Journal of Educational Administration, 51(2), 194-212. https://doi.org/ 10.1108/09578231311304706 Happy, K. (2021). The mediating effect of job satisfaction between the dimensions of work-life balance and work engagement: A study on faculty members of private universities in Dhaka, Bangladesh. Jahangirnagar University Journal of Management Research, 4, 119-142. https://reurl.cc/bD7ZRv Hargreaves, A., & Fink, D. (2008). Distributed leadership: Democracy or delivery? Journal of Educational Administration, 46(2), 229-240. https://doi.org/10.1108/ 09578230810863280 Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172-188. https://doi.org/10.1108/09578230810863253 Harris, A. (2009). Distributed leadership: What we know. Springer Netherlands. Harris, A. (2011). Distributed leadership: Implications for the role of the principal. Journal of Management Development, 31(1), 7-17. https://doi.org/ 10.1108/026217 11211190961 Harris, A. (2013). Distributed leadership: Friend or foe? Educational Management Administration & Leadership, 41(5), 545-554. https://doi.org/10.1177/1741143213497635 Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin. Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347. https://doi.org/10.1007/s10833-007-9048-4 Harrison, D. A., Newman, D. A., & Roth, P. L. (2006). How important are job attitudes? Meta-analytic comparisons of integrative behavioral outcomes and time sequences. Academy of Management Journal, 49(2), 305-325. https://doi.org/10.5465/amj.2006.20786077 Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360 HayGroup. (2004). The five pillars of distributed leadership in schools. National College for School Leadership. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Academic Press. Hickey, N., Flaherty, A., & Mannix McNamara, P. (2022). Distributed leadership: A scoping review mapping current empirical research. Societies, 12(1), 15. https://doi.org/10.3390/soc12010015 Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186 Ho, J. P. Y., Victor Chen, D. T., & Ng, D. (2016). Distributed leadership through the lens of activity theory. Educational Management Administration & Leadership, 44(5), 814-836. https://doi.org/10.1177/17411432221077156 Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357. https://doi.org/10.1080/02619768.2011.633993 Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597-606. https://doi.org/10.1086/222355 Hoppock, R. (1935) Job satisfaction. Harper. Hosmer, L. T. (1995). Trust: the connecting link between organizational theory and philosophical ethics. The Academy of Management Review, 20(2), 379–403. https://doi.org/10.2307/258851 Hoy, W. K., Tarter, J. C., & Hoy, A.W. (2006) Academic optimism of schools: A force for student achievement. American Educational Research Journal 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Hsieh, C. C., Lin, S. H., & Li, H. C. (2022). Spirituality can make a difference: The impact of principals’ spiritual leadership on teachers’ psychological capital and organizational commitment in high-school environment. KEDI Journal of Educational Policy, 19(1), 27-44. Huff, L., & Kelley, L. (2003). Levels of organizational trust in individualist versus collectivist societies: A seven-nation study. Organization Science, 14(1), 81-90. https://doi.org/10.1287/orsc.14.1.81.12807 Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study. Teaching and Teacher Education, 26(3), 565-575. https://doi.org/ Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-317. https://doi.org/10.1016/j.tate.2009.08.006 Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728-771. https://doi.org/10.1177/0013161X11402065 Hunter, J. E., & Schmidt, F. L. (1990). Dichotomization of continuous variables: The implications for meta-analysis. Journal of Applied Psychology, 75(3), 334–349. https://doi.org/10.1037/0021-9010.75.3.334 Hunter, J. E., & Schmidt, F. L. (2004). Methods of Meta-analysis: Correcting Error and Bias in Research Findings. Sage Publications. Hutchins, E. (1991). The social organization of distributed cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 283–307). American Psychological Association. Iacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of Consumer Psychology, 20(1), 90-98. https://doi.org/ 10.1016/j.jcps.2009.09.003 Jacobsen, C. B., & Staniok, C. D. (2020). Sharing the fire? The moderating role of transformational leadership congruence on the relationship between managers’ and employees’ organizational commitment. International Public Management Journal, 23(4), 564-588. https://doi.org/ 10.1080/10967494.2018.1486930 Jak, S., & Cheung, M. W. L. (2018). Testing moderator hypotheses in meta-analytic structural equation modeling using subgroup analysis. Behavior Research Methods, 50(4), 1359-1373. https://doi.org/10.3758/s13428-018-1046-3 Jones, S., & Harvey, M. (2017). Revealing the nexus between distributed leadership and communities of practice. Communities of Practice: Facilitating Social Learning in Higher Education, 313-327. https://doi.org/10.1007/978-981-10-2879-3_14 Jung, J. Y. (2022). The effect of authentic leadership of deans and directors on sustainable organizational commitment at universities: Mediated by organizational culture and trust. Sustainability, 14(17), 11051. https://doi.org/10.3390/su141711051 Kanter, R. M. (1968). Commitment and social organization: A study of commitment mechanisms in utopian communities. American Sociological Review, 33(4), 499-517. https://doi.org/10.2307/2092438 Kaptelinin, V., & Nardi, B. (2018). Activity theory as a framework for human-technology interaction research. Mind, Culture, and Activity, 25(1), 3-5. https://doi.org/10.1080/10749039.2017.1393089 Kavgaci, H., & Öztürk, A. (2023). How distributed leadership and teachers’ psychological capital influence turnover intention? Understanding the mediating role of trust in principal and work engagement. Participatory Educational Research, 10(1), 190-212. https://doi.org/10.17275/per.23.11.10.1 Khan, M. A., Md Yusoff, R., Hussain, A., & Binti, I., F. (2019). The mediating effect of job satisfaction on the relationship of HR practices and employee job performance: Empirical evidence from higher education sector. International Journal of Organizational Leadership, 8(1), 78-94. https://doi.org/10.33844/ijol.2019.60392 Kılınç, A. Ç., Polatcan, M., Savaş, G., & Er, E. (2022). How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal. Educational Management Administration & Leadership, 1-20. https://doi.org/10.1177/17411432221082803 Kılınç, A. Ç., Polatcan, M., Turan, S., & Özdemir, N. (2022). Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: A multilevel mediated-effect model. Irish Educational Studies, 1-19. https://doi.org/10.1080/03323315.2022.2061567 Klein, H. J., Molloy, J. C., & Brinsfield, C. T. (2012). Reconceptualizing workplace commitment to redress a stretched construct Revisiting assumptions and removing confounds. Academy of Management Review, 37(1), 130–151. https://doi.org/10.5465/arma.2010.0018 *Kondakci, Y., Zayim, M., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2016). The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers. Educational Studies, 42(4), 410-426. https://doi.org/10.1080/03055698.2016.1206462 Leithwood, K., & Jantzi, D. (1998). Distributed leadership and student engagement in school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Leithwood, K., Mascall, B., & Strauss, T. (2009). Distributed leadership according to the evidence. Routledge. Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347 Lester, P. E. (1987). Development and factor analysis of the teacher job satisfaction questionnaire (TJSQ). Educational and Psychological Measurement, 47(1), 223-233. https://doi.org/ 10.1177/0013164487471031 Lewicki, R. J., & Wiethoff, C. (2006). Trust, trust development, and trust repair. The Handbook of Conflict Resolution: Theory and Practice, (2nd ed., pp. 92-119). San Francisco, CA: Jossey-Bass. Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42. https://doi.org/10.1177/1741143214558577 *Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9, 2420. https://doi.org/10.3389/fpsyg.2018.02420 Li, X., Guo, Y., & Zhou, S. (2021). Chinese preschool teachers’ income, work-family conflict, organizational commitment, and turnover intention: A serial mediation model. Children and Youth Services Review, 128, 106005. https://doi.org/10.1016/j.childyouth.2021.106005 Limon, İ., Dilekç, Ü., & Demirer, S. (2021). The mediating role of initiative climate on the relationship between distributed leadership and organizational resilience in Schools. International Journal of Contemporary Educational Research, 8(1), 128-144. https://doi.org/10.33200/ijcer.829411 Liu, L., Liu, P., Yang, H., Yao, H., & Thien, L. M. (2022). The relationship between distributed leadership and teacher well-being: The mediating roles of organizational trust. Educational Management Administration & Leadership, 1-17. https://doi.org/10.1177/17411432221113683 Liu, S., Keeley, J. W., Sui, Y., & Sang, L. (2021). Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration. Studies in Educational Evaluation, 71, 101099. https://doi.org/10.1016/j.stueduc.2021.101099 Liu, Y., & Printy, S. M. (2017). Distributed leadership and educator attitudes. Emerging Issues and Trends in Education, 143-180. https://doi.org/10.14321/j.ctt1qd8zjk.11 Liu, Y., & Watson, S. (2020). Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: A lens of distributed leadership. International Journal of Leadership in Education, 26(6), 1082-1110. https://doi.org/10.1080/13603124.2020.1820580 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. https://doi.org/10.1016/j.ijer.2019.05.005 Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/ 10.1177/1741143220910438 Locke, E.A. (1976). The nature and causes of job satisfaction. In M. Dunnette (Ed.) The handbook of industrial and organizational psychology (pp. 1297-1349). Rand McNally. Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1–24. https://doi.org/10.1007/s10833-006-9015-5 Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336. https://doi.org/10.1080/09243453.2010.486586 MacBeath, J. (2009). Distributed leadership: Paradigms, policy, and paradox. In Distributed leadership according to the evidence (pp. 59-76). Routledge. MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201–226. https://doi.org/10.1146/annurev.psych.51.1.201 MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83-104. https://doi.org/10.1037/1082-989X.7.1.83 Malloy, J., & Leithwood, K. (2017). Effects of distributed leadership on school academic press and student achievement. How School Leaders Contribute to Student Success: The Four Paths Framework, 69-91. https://doi.org/10.1007/978-3-319-50980-8_5 Mansor, A. N., Abdullah, R., & Jamaludin, K. A. (2021). The influence of transformational leadership and teachers’ trust in principals on teachers’ working commitment. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi.org/10.1057/s41599-021-00985-6 Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 107, 532-575. https://doi.org/10.1086/444197 *Mascall, B., Leithwood, K., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214–228. https://doi.org/01623737019003245 McAllister, D. J. (1995). Affect-and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38(1), 24-59. https://doi.org/10.2307/256727 McCauley, D. P., & Kuhnert, K. W. (1992). A theoretical review and empirical investigation of employee trust in management. Public Administration Quarterly, ,16, 265-284. http://www.jstor.org/stable/40862286 McEvily, B., Perrone, V., & Zaheer, A. (2003). Trust as an organizing principle. Organization Science, 14(1), 91-103. https://doi.org/ 10.1287/orsc.14.1.91.12814 Melesse, T., & Belay, S. (2022). Uplifting teachers’ professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction. Cogent Education, 9(1), 2057102. https://doi.org/ 10.1080/2331186X. 2022.2057102 Metaferia, T., Baraki, Z., & Mebratu, B. (2023). Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools. Cogent Education, 10(1), 2187563. https://doi.org/ 10.1080/ 2331186X.2018.1437670 Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. https://doi.org/10.1016/1053-4822(91)90011-Z Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace: Theory, research, and application. Sage Publications. Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20–52. https://doi.org/10.1006/jvbe.2001.1842 Mitchell, R. M., Ripley, J., Adams, C., & Raju, D. (2011). Trust an essential ingredient in collaborative decision making. Journal of School Public Relations, 32(2), 145-170. https://doi.org/10.3138/jspr.32.2.145 *Moe, K., & Thant, K.S. (2020). Relationship between principal’s distributed leadership and teacher organizational commitment. Journal of the Myanmar Academy of Arts and Science, 18(9), 491-502. https://doi.org/10.12973/edupij.2014.312.3 Mohamed, M. S., Kader, M. M. A., & Anisa, H. (2012). Relationship among organizational commitment, trust and job satisfaction: An empirical study in banking industry. Research Journal of Management Sciences, 1(2), 1-7. https://doi.org/10.21608/asnj.2015.182450 Moorman, C., Deshpande, R., & Zaltman, G. (1993). Factors affecting trust in market research relationships. Journal of Marketing, 57(1), 81-101. https://doi.org/ 10.2307/1252059 Mowday, R. T., Porter, L. W., & Steers, R. M. (1982). Employee—organization linkages: The psychology of commitment, absenteeism, and turnover. Academic press. Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247. https://doi.org/10.1016/0001-8791(79)90072-1 *Nasra, M. A., & Heilbrunn, S. (2016). Transformational leadership and organizational citizenship behavior in the Arab educational system in Israel: The impact of trust and job satisfaction. Educational Management Administration & Leadership, 44(3), 380-396. https://doi.org/10.1177/1741143214549975 Ng, T. W. H., & Feldman, D. C. (2011). Affective organizational commitment and citizenship behavior: Linear and non-linear moderating effects of organizational tenure. Journal of Vocational Behavior, 79(2), 528–537. https://doi.org/ 10.1016/j.jvb.2011.03.006 Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177. https://doi.org/10.1080/09243450600565746 Nyhan, R. C., & Marlowe Jr, H. A. (1997). Development and psychometric properties of the organizational trust inventory. Evaluation Review, 21(5), 614-635. https://doi.org/10.1177/0193841X9702100505 Önder, M. E., Akçıl, U., & Cemaloğlu, N. (2019). The relationship between teachers’ organizational commitment, job satisfaction and whistleblowing. Sustainability, 11(21), 5995. https://doi.org/10.3390/su11215995 O'Reilly, C. A., & Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification, and internalization on prosocial behavior. Journal of Applied Psychology, 71(3), 492. https://doi.org/10.1037/0021-9010.71.3.492 Organ, D. W., & Near, J. P. (1985). Cognition vs affect in measures of job satisfaction. International Journal of Psychology, 20(2), 241-253. https://doi.org/10.1080/00207598508246751 Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/ 10.3390/ijerph182312763 Osborn, R. N., & Hunt, J. G. J. (2007). Leadership and the choice of order: Complexity and hierarchical perspectives near the edge of chaos. The Leadership Quarterly, 18(4), 319-340. https://doi.org/10.1016/j.leaqua.2007.04.003 Otrębski, W. (2022). The correlation between organizational (school) climate and teacher job satisfaction—The type of educational institution moderating role. International Journal of Environmental Research and Public Health, 19(11), 6520. https://doi.org/10.3390/ijerph19116520 Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation, 11(5), 461-485. https://doi.org/10.1080/13803610500146269 Parlar, H., Türkoğlu, M. E., & Cansoy, R. (2022). Exploring how authoritarian leadership affects commitment: The mediating roles of trust in the school principal and silence. International Journal of Educational Management, 36(1), 110-129. https://doi.org/10.1108/IJEM-04-2021-0160 Peng, Y., Wu, H., & Guo, C. (2022). The relationship between teacher autonomy and mental health in primary and secondary school teachers: The chain-mediating role of teaching efficacy and job satisfaction. International Journal of Environmental Research and Public Health, 19(22), 15021. https://doi.org/10.3390/ijerph192215021 Pietsch, M., Tulowitzki, P., & Koch, T. (2019). On the differential and shared effects of leadership for learning on teachers’ organizational commitment and job satisfaction: A multilevel perspective. Educational Administration Quarterly, 55(5), 705-741. https://doi.org/10.1177/0013161X18806346 Pigott, T. (2012). Advances in meta-analysis. Springer Science & Business Media. *Polat, D. D., & İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13. https://doi.org/10.17220/ijpes.2018.03.001 Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609. https://doi.org/10.1037/h0037335 Pranitasari, D. (2020). The influence of effective leadership and organizational trust to teacher’s work motivation and organizational commitment. Media Ekonomi dan Manajemen, 35(1), 75-91. https://doi.org/10.24856/mem.v35i1.1257 Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879 Preacher, K. J., & Selig, J. P. (2012). Advantages of Monte Carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98. https://doi.org/10.1080/19312458.2012.679848 Price, H. E. (2012). Principal–teacher interactions how affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39–85. https://doi.org/10.1177/0013161X11417126 Reyes, P. (1990). Teachers and their workplace: Commitment, performance, and productivity. Sage Publications. Reyes, P., & Pounder, D. G. (1990). Teacher commitment, job satisfaction, and school value orientation: A study of public and private schools. University of Wisconsin. Ritonga, R. (2016). Influence of transformational leadership, organizational culture and trust on organizational commitment. International Journal of Managerial Studies and Research, 4(9), 47-51. https://doi.org/10.20431/2349-0349.0409006 Robbins, D. (2001). Organization behavior (9th ed.). Englewood Cliffs. Rogowska, A. M., & Meres, H. (2022). The mediating role of job satisfaction in the relationship between emotional intelligence and life satisfaction among teachers during the COVID-19 pandemic. European Journal of Investigation in Health, Psychology and Education, 12(7), 666-676. https://doi.org/ 10.3390/ejihpe12070050 Rosenholtz, S. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93(3), 352-387. https://doi.org/10.1086/443805 Rosenthal, R. (1986). Meta-analytic procedures for social science research. Educational Researcher, 15(8), 18-20. https://doi.org/10.3102/0013189X015008018 Rosenthal, R. (1991). Meta-analysis: A review. Psychosomatic medicine, 53(3), 247-271. https://doi.org/ 10.1097/00006842-199105000-00001 Rousseau, D. M., Sitkin, S. B., Burt, R. S., & Camerer, C. (1998). Not so different after all: A cross-discipline view of trust. Academy of Management Review, 23(3), 393-404. https://doi.org/10.1177/0001839214529545 *Sahraee, F., Farhadi Rad, H., & Elhampour, H. (2021). The effects of distributive leadership style: Beyond teachers' job satisfaction. Journal of School Administration, 9(3), 13-30. https://www.researchgate.net/publication/353635972_The_Effects_of_Distributive_Leadership_Style_Beyond_Teachers'_Job_Satisfaction Salfi, N. A. (2011). Successful leadership practices of head teachers for school improvement: Some evidence from Pakistan. Journal of Educational Administration, 49(4), 414-432. https://doi.org/10.1108/09578231111146489 *Samancioglu, M., Baglibel, M., & Erwin, B. J. (2020). Effects of distributed leadership on teachers' job satisfaction, organizational commitment and organizational citizenship. Pedagogical Research, 5(2), 52-61. https://doi.org/10.29333/pr/6439 *Sarikaya, Ş., & Kara, B. K. (2020). Organizational trust and organizational support as a predictor of job satisfaction. International journal of curriculum and instruction, 12, 435-466. https://www.researchgate.net/publication/339301479_Organizational_trust_and_organizational_support_as_a_predictor_of_job_satisfaction Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of principal practice: Time allocation and school principal work. Educational Administration Quarterly, 54(1), 47-84. https://doi.org/10.1177/0013161X17720978 Senge, P. M. (2017). The leaders new work: Building learning organizations. In Leadership perspectives (pp. 51-67). Routledge. *Sesen, H., & Basim, N. H. (2012). Impact of satisfaction and commitment on teachers’ organizational citizenship. Educational Psychology, 32(4), 475-491. https://doi.org/10.1080/01443410.2012.670900 Sezen-Gultekin, G., Bayrakcı, M., & Limon, I. (2021). The mediating role of organizational commitment on the relationship between emotional labor and work engagement of teachers. Frontiers in Psychology, 12, 648404. https://doi.org/10.3389/fpsyg.2021.648404 *Shi, X., Yu, Z., & Zheng, X. (2020). Exploring the relationship between paternalistic leadership, teacher commitment, and job satisfaction in Chinese schools. Frontiers in Psychology, 11, 1481. https://doi.org/10.3389/fpsyg.2020.01481 Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological methods, 7(4), 422-445. https://doi.org/10.1037/1082-989X.7.4.422 *Siburian, T. A. (2013). The effect of interpersonal communication, organizational culture, job satisfaction, and achievement motivation to organizational commitment of state high school teacher in the district Humbang Hasundutan. International Journal of Humanities and Social Science, 3(12), 247-264. http://digilib.unimed.ac.id/id/eprint/780 Singh, S., & Ryhal, P. C. (2023). The influence of teachers’ emotional intelligence on academic performance with mediating effect of job satisfaction. Journal of Education, 203(3), 499-507. https://doi.org/10.1177/00220574211032314 *Sirikligil, R., & Demirhan, G. (2020). The Relationship Between Leadership Capacity and Organizational Commitment in Educational Institutions. Osmangazi Journal of Educational Research, 7(1), 105-126. https://reurl.cc/RWvAm9 *Siswanto, S., & Yuliana, I. (2022). Linking transformational leadership with job satisfaction: the mediating roles of trust and team cohesiveness. Journal of Management Development, 41(2), 94-117. https://doi.org/ 10.1108/JMD-09-2020-0293 Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001 Smetana, L. K., Wenner, J., Settlage, J., & McCoach, D. B. (2016). Clarifying and capturing “trust” in relation to science education: Dimensions of trustworthiness within schools and associations with equitable student achievement. Science Education, 100(1), 78-95. https://doi.org/10.1002/sce.21195 Smith, P. C., Kendall, L. M. & Hulin, C. L. (1969). The measurement of satisfaction in work and retirement. Rand McNally. Smylie, M., Mayrowetz, D., Murphy, J., & Louis, K. S. (2007). Trust and the development of distributed leadership. Journal of School Leadership, 17(4), 469–503. https://doi.org/10.1177/105268460701700405 Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38, 555-577. https://doi.org/10.1177/001316102237672 Sonmez, E. D., & Gokmenoglu, T. (2023). The impact of principals’ distributed leadership behaviors on teachers’ attitudes toward multiculturalism: Social justice leadership as mediator. Education and Urban Society, 55(4), 433-462. https://doi.org/10.1177/00131245221076095 Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey. American Journal of Community Psychology, 13(6), 693. https://doi.org/10.1007/BF00929796 Spillane, J. P. (2006). Distributed leadership. Jossey-Bass. Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34. https://doi.org/10.1080/0022027032000106726 Statt, D. A. (2004). The Routledge dictionary of business management. Routledge. Staw, B. M., & Fox, F. V. (1977). Escalation: The determinants of commitment to a chosen course of action. Human Relations, 30(5), 431-450. https://doi.org/10.1177/001872677703000503 Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46-56. https://doi.org/ 10.2307/2391745 Sun, A., & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 92, 86-97. https://doi.org/ 10.1016/j.ijer.2018.09.006 Tentama, F., & Pranungsari, D. (2016). The roles of teachers' work motivation and teachers' job satisfaction in the organizational commitment in extraordinary schools. International Journal of Evaluation and Research in Education, 5(1), 39-45. https://doi.org/10.11591/ijere.v5i1.4520 *Terzi, R., Gocen, A., & Ahmet, K. A. Y. A. (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156. https://doi.org/10.14689/ejer.2020.86.7 *Thien, L. M., Adams, D., & Koh, H. M. (2021). Nexus between distributed leadership, teacher academic optimism and teacher organizational commitment: A structural equation modelling analysis. International Journal of Educational Management, 35(4), 830-847. https://doi.org/10.1108/IJEM-05-2020-0278 Thompson, J. D. (1967). Organizations in action: Social science bases of administrative theory. McGraw Hill. Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146–164. https://doi.org/10.1177/1741143214558576 *Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451-474. https://doi.org/10.1080/0305764X.2014.987642 Titrek, O. (2016). Relations between trust in principal and shared leadership. The Anthropologist, 24(1), 300-308. https://doi.org/10.1080/09720073.2016.11892019 Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247 Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in US schools. Teaching and Teacher Education, 79, 111–123. https://doi.org/10.1016/j.tate.2018.12.001 Tsai, M. H., Chang, S. H., & Hsieh, M. C. (2016). The impact of Taiwan elementary principal’s distributed leadership and teacher’s emotional labor on teaching effectiveness. International Journal of Intelligent Technologies and Applied Statistics, 9(1), 67-88. https://doi.org/10.6148/IJITAS.2016.0901.06 Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247. https://doi.org/ 10.1177/0013161X08330501 Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass. Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024 Ucar, R. (2021). The effect of school principals' distributed leadership behaviors on teachers' organizational commitment. International Education Studies, 14(5), 19-30. https://doi.org/10.5539/ies.v14n5p19 *Usikalu, O., Ogunleye, A. J., & Effiong, J. (2015). Organizational trust, job satisfaction and job performance among teachers in Ekiti state, Nigeria. British Open Journal of Psychology, 1(1), 1-10. https://reurl.cc/K4MZpR Uslukaya, A., & Demirtas, Z. (2023). The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis. Social Psychology of Education, 26, 1697-1722. https://doi.org/10.1007/s11218-023-09820-z *Uzun, T. (2020). Relationships between power distance, organizational commitment, and trust in schools. Educational Policy Analysis and Strategic Research, 15(3), 359-371. https://doi.org/10.29329/epasr.2020.270.17 Valentine, J. C., Pigott, T. D., & Rothstein, H. R. (2010). How many studies do you need? A primer on statistical power for meta-analysis. Journal of Educational and Behavioral Statistics, 35(2), 215-247. https://doi.org/10.3102/1076998609346961 *Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference? Teaching and Teacher Education, 28(6), 879-889. https://doi.org/10.1016/j.tate.2012.04.001 Van Maele, D., Forsyth, P. B., & Van Houtte, M. (2014). Trust and school life. Rotterdam. Springer. Van Waeyenberg, T., Peccei, R., & Decramer, A. (2022). Performance management and teacher performance: The role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management, 33(4), 623-646. https://doi.org/10.1080/09585192.2020.1754881 Viswesvaran, C., & Ones, D. S. (1995). Theory testing: Combining psychometric meta‐analysis and structural equations modeling. Personnel Psychology, 48(4), 865-885. https://doi.org/10.1111/j.1744-6570.1995.tb01784.x Vroom, V. H. (1962). Ego-involvement, job satisfaction, and job performance. Personnel Psychology, 15, 159-177. https://doi.org/10.1111/j.1744-6570.1962.tb01858.x Vroom, V., Porter, L., & Lawler, E. (2015). Expectancy theories. Organizational behavior (1st ed., pp. 94-113). Routledge. Wang, P., Chu, P., Wang, J., Pan, R., Sun, Y., Yan, M., & Zhang, D. (2020). Association between job stress and organizational commitment in three types of Chinese university teachers: Mediating effects of job burnout and job satisfaction. Frontiers in Psychology, 11, 576768. https://doi.org/10.3389/fpsyg.2020.576768 Ware H, Kitsantas A (2007) Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310. https://doi.org/10.3200/JOER.100.5.303-310 Weiss, D., Davis, R., England, G., & Lofquist, L. (1967). Manual for the Minnesota satisfaction questionnaire. University of Minnesota Industrial Relations Center. Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194. https://doi.org/10.1016/S1053-4822(02)00045-1 *Wilf-Miron, R., Kittany, R., Saban, M., & Kagan, I. (2022). Teachers' characteristics predict students' guidance for healthy lifestyle: A cross-sectional study in Arab-speaking schools. BMC Public Health, 22(1), 1420. https://doi.org/10.1186/s12889-022-13902-6 Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job satisfaction and performance of elementary school teachers. International Journal of Evaluation and Research in Education, 8(4), 575-580. https://doi.org/10.11591/ijere.v8i4.20264 Woods, P. A., Bennett, N., Harvey, J. A., & Wise, C. (2004). Variabilities and dualities in distributed leadership: Findings from a systematic literature review. Educational Management Administration & Leadership, 32(4), 439-457. https://doi.org/10.1177/1741143204046497 *Wu, P. L., Wu, H. J., & Wu, P. C. (2013). Incremental validity of the distributed leadership scale. Journal of Asian Management, 2(2), 5-17. http://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.2(1)/AJMSE2013(2.1-01).pdf Xu, L., Guo, J., Zheng, L., & Zhang, Q. (2023). Teacher well-being in Chinese universities: Examining the relationship between challenge—hindrance stressors, job satisfaction, and teaching engagement. International Journal of Environmental Research and Public Health, 20(2), 1523. https://doi.org/10.3390/ijerph20021523 Zeinabadi, H., & Salehi, K. (2011). Role of procedural justice, trust, job satisfaction, and organizational commitment in organizational citizenship behavior (OCB) of teachers: Proposing a modified social exchange model. Procedia-Social and Behavioral Sciences, 29, 1472-1481. https://doi.org/10.1016/j.sbspro.2011.11.387 Zhang, X., Cheng, X., & Wang, Y. (2023). How is science teacher job satisfaction influenced by their professional collaboration? Evidence from Pisa 2015 data. International Journal of Environmental Research and Public Health, 20(2), 1137. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9859163/ Zhang, Z., Lee, J. C-K., Yin, H., & Yang, X. (2023). Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment. Frontiers in Psychology, 13, 1042798. https://doi.org/10.3389/fpsyg.2022.1042798 *Zheng, X., Yin, H., & Liu, Y. (2019). The relationship between distributed leadership and teacher efficacy in China: The mediation of satisfaction and trust. The Asia-Pacific Education Researcher, 28(6), 509-518. https://doi.org/10.1007/s40299-019-00451-7 Zhu, K., Wang, X., & Jiang, M. (2022). The impact of organizational commitment on turnover intention of substitute teachers in public primary schools: Taking psychological capital as a mediator. Frontiers in Psychology, 13, 1008142. https://doi.org/10.3389/fpsyg.2022.1008142 Zucker, L. G. (1986). Production of trust: Institutional sources of economic structure, Research in Organizational Behavior, 8, 53-111. https://psycnet.apa.org/record/ 1988-10420-001 zh_TW
