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Teacher job satisfaction is an important factor in improving the quality of education. This research aims to examine the impact of distributed leadership on teacher job satisfaction. Distributed leadership is an approach where leadership responsibilities are shared among team members, rather than centered on one individual. This research uses a qualitative approach with a literature study method. The research results show that distributed leadership has a positive and significant influence on teacher job satisfaction. Factors that contribute to teacher job satisfaction include participation in decision making, collaboration between teachers, and professional support. In addition, this research found that distributed leadership can improve communication and coordination among team members, which ultimately has a positive impact on teacher job satisfaction. The conclusion of this research is that the application of distributed leadership in the education system can increase teacher job satisfaction. Therefore, educators and school administrators need to consider this approach in managing their teacher teams to create a better work environment and improve the quality of education

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Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the degree of practice of distributed leadership by heads of departments in Jordanian private universities from the point of view of faculty members. Middle East, University of Petra, Al-Israa University), a questionnaire consisting of 34 items distributed over three dimensions was used to collect study data related to the degree of distributed driving practice. The results of the study showed that the degree of leadership practice distributed among the heads of departments in Jordanian private universities from the point of view of faculty members was medium in most of them, and showed that there were no statistically significant differences (α = 0.05) in the degree of leadership practice distributed by department heads. In the Jordanian private universities in the Capital Governorate from the point of view of the faculty members, it is attributed to the variables: (gender, practical experience) in all dimensions and the total score, where all the values of (t) were not statistically significant (α = 0.05). In light of the results of the study, the study recommended that senior leaders in Jordanian universities be aware of the importance of distributed leadership in participating in the decision-making process, in addition to enhancing reliance on the distributed leadership method in universities and educational institutions. Given its prominent role in the decision-making process, it recommended conducting further studies on the degree of distributed leadership practice in other work environments. [ABSTRACT FROM AUTHOR]

Copyright of Gharee for Economics & Administration Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to identify what is distributed leadership and its study entrances in the light of contemporary administrative thought, and to identify the features of the application of distributed leadership for the school in each of the United States of America, Hong Kong, and to achieve these goals, the research used the comparative approach to present the experience of the United States of America, Hong Kong and In applying the practices of distributed leadership in schools, the research reached from the theoretical framework, and dealing with foreign experiences to the importance of applying distributed leadership as one of the most important contemporary administrative methods. Sharia, which consists of the school community, on how to work together as a cooperative team and their participation in decision-making, changing the organizational structures of schools from a hierarchy that encourages routine and traditional thinking and practice, to horizontal research that is more supportive of teamwork, and can be best achieved by following the following steps: The strategic for team members, developing a vision to manage each site in the same general goals Facilitate organizational learning, evaluate interim performance, and continually re-select team members. [ABSTRACT FROM AUTHOR]

The purpose of this study is to show the practicing degree of governmental school principals in Al-Mazar Al-Shamali district for distributed leadership from the perspectives of teachers, and to show the impact of the variables (Gender, Years of Experience and Qualification). The sample of the study consisted of (317) teachers. To achieve the above, a questionnaire consisted of (32) items was designed and distributed in three dimensions: (Leadership practices, School culture, Inspiration of vision). The results showed that the practicing degree of governmental school principals in Al-Mazar Al-Shamali district for distributed leadership from the perspectives of teachers was high. And also showed that there were no significant statistical differences in teachers' estimations due to the variables of the study. [ABSTRACT FROM AUTHOR]

This study aims at identifying the degree of practicing distributed leadership by high school principals in the governorates of Gaza as well as demonstrating the effect of variables on practicing distributed leadership. To achieve the objectives of the study, the researcher followed the descriptive analytical method using a questionnaire to measure the degree of practicing distributed leadership. The questionnaire included (55) items distributed to four area dimensions (school culture, teacher professional development, shared leadership, leadership practices). The validity of the questionnaire was examined in two ways: arbitrators’ certifications and the internal consistency. Reliability was confirmed by Alpha coefficient reaching (0.978). The study population consisted of all principals and teachers at high schools in the governorates of Gaza in 2015- 2016 and totaling (134) principals and (220) teachers. The study showed a high degree of practicing distributed leadership by high school principals with an average of (78.11%). In addition, no statistically significant differences found in the degree of practicing distributed leadership due to the following variables: sex, educational qualification, the number of years of service. The study showed statistically significant differences in the degree of practicing distributed leadership by principals of distributed leadership in the school culture variable in particular due to the variable position (teacher, principal) in favor of the principal. The study recommended to work on spreading the culture of distributed leadership in the school work, training secondary school principals and teachers on leadership skills as well as modifying the educational policy supporting introducing distributed leadership. [ABSTRACT FROM AUTHOR]