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The aim of this study was to investigate the effects of distributed leadership on the teachers' job satisfaction, organizational citizenship behaviour and commitment. To this aim, Distributed Leadership Inventory (Hulpia, Devos, & Rosseel 2009a), Job Satisfaction Scale (Andrews & Whitney 1976), Organizational Commitment Scale (Meyer & Allen 1991), and Organizational Citizenship Behavior Scale (DiPaola, Tarter, & Hoy 2005) were applied to 344 teachers working at schools in Gaziantep city of Turkey. For the statistical analysis of the collected data standard multiple regression analysis was employed. Results of the study showed that distributed leadership had a statistically significant effect on teachers' job satisfaction, organizational citizenship behavior and organizational commitment. In terms of sub dimensions of the distributed leadership, while leadership functions dimension statically significantly affected job satisfaction, organizational commitment and organizational citizenship behavior; coherent leadership team subdimension affected only job satisfaction. Some recommendations for educational managers, policymakers and researchers in the area were made according to findings of the study.

The aim of this study is to determine factors affecting the sustainability of educational changes. With this purpose in mind, exploratory sequential mixed methods design was used. During the first phase of the study, 18 teachers and school administrators were interviewed. In the second phase, a questionnaire was administered to 398 teachers and school administrators and collected data were analysed by Ordinal Logistic Regression Analysis. Results of the study revealed that the sustainability of educational changes that occurred in the Turkish educational system was generally poor. Research results also indicated that the four factors identified had statistically significant effect on the sustainability of educational changes.

The purpose of the present study was to investigate the relationship between teachers' attitudes towards change and school principals' change facilitator styles. A total of 638 teachers participated in the research. Data were gathered using Change Facilitator (CF) Style and Attitude Towards Change (ATC) questionnaires. Research results indicated that 48% of teachers perceived their school principals as responders, 46% as managers and 6% as initiators. In addition, it was concluded that school principals' CF styles are a significant factor in determining teachers' attitudes towards change. [ABSTRACT FROM AUTHOR]