ERG SES D 07, Leadership and Education
Assorted forces including technological advancements, discovered new information, evolving phenomena about daily routines, and globalization coerce to organizations for change (Lüscher & Lewis, 2008). Hence, adaptation of swift altering conditions has become a crucial for organizations in order to not stay outside the race (Neves, 2011). Actually, organizations try to catch up with changes of external world in order to survive (Burke, 2013). Educational organizations also face some forces of change originating from their internal and external environments (Levin, 1993) and they are expected to build strong ties with society and communicate effectively in order to adopt changes (Kaya, 1986). Essentially, education is influenced by changes which occur in the environment and it recreates itself for development of the society (Tabancalı, 2003). Thus, educational institutions have performed various change implementations to adopt daily life alterations in their education systems.
Unfortunately, teachers’ opinions are omitted by change implementers although individual demeanors and personal attitudes of teachers are significant for success of change duration (Kondakçı, Zayim, & Çalışkan, 2013). Actualizing effective organizational change needs to perceiving attitudes and behaviors of organization members toward change interventions (Oreg, Vakola, & Armenakis, 2011). It is indispensable that comprehend teacher’s attitudes towards change interventions because teachers have a major influence for achieving successful change implications at school setting (Özmen & Sönmez, 2007). In this instance, presence of employee readiness for change supports positive attitudes toward change interventions (Self & Schraeder, 2009).
Conducting successful change management influences positively the outcomes of change and organization members’ attitudes toward change process (Rafferty, Jimmieson, & Armenakis, 2013). There is a positive relationship between effective leadership behaviors in schools and success rate of reaching goals of educational organization (Özdemir, 2012). It is essential that educational organizations leave aside customary and ordinary administrative structure, in fact contemporary educational approaches should be embraced (Çankaya & Karakuş, 2010). As it is considered change and enhancement duration in schools, it can be recognized that distributed leadership regarded as lodestar due to its nature (Jacobs, 2010). Schools that promote distributed leadership have active working teams consist of parents, students, teachers, and administrators (Lambert, 2002). Furthermore, distributed leadership assists to prosper change course in organizations (Spillane, 2012). Additionally, distributed leadership needs communication network by composing all members’ knowledge and experiences (Harris, 2004). Knowledge sharing among organization members foster change interventions in the organization and it is also necessity for effective change continuum (Barnes, Camburn, Sanders, & Sebastian, 2010). Moreover, the employee readiness level for change is related with frequency of active participation in decision making in their organizations (Cohen & Caspary, 2011).
Distributed leadership is a transition to the model which invites all stakeholders to the decision making process and sharing power instead of one leader authority (Hughes & Pickaral, 2013). Likewise, creating circumstances that provides teacher participation in decision making about change process leads to increase teachers’ readiness for change in educational settings (Kondakçı, Zayim, & Çalışkan, 2010). Especially, distributed leadership that helps to enhance knowledge sharing in school environment (Jäppinen & Maunonen-Eskelinen, 2012) has a significant role on the change process when it is considered that organizational change is ineluctable (Duignan & Bezzina, 2006). Thus, distributed leadership and knowledge sharing can be considered as determinants that improve effectiveness and process of educational change interventions positively in schools.
Based on the discussion, purpose of the study was to investigate the mediating role of knowledge sharing on the relationship between distributed leadership and readiness for change among teachers. The study answered the following research question. Accounting on the mediating role of knowledge sharing, what is the relationship between distributed leadership and readiness for change among teachers?
Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703. Camburn, E., Rowan, B., & Taylor, J. E. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4), 347-373. Clegg, C., & Walsh, S. (2004). Change management: Time for a change! European Journal of Work and Organizational Psychology, 13(2), 217-239. Connelly, C. E., & Kevin Kelloway, E. (2003). Predictors of employees' perceptions of knowledge sharing cultures. Leadership & Organization Development Journal, 24(5), 294-301. Duignan, P; Bezzina, M (2006). Building a capacity for shared leadership in schools teachers as leaders of educational chance. Educational Leadership Conference February, University of Wollongong. Göksoy, S. (2015). Distributed Leadership in Educational Institutions. Journal of Education and Training Studies, 3(4), 110-118. Gronn, P. (2002). Distributed leadership. Second International Handbook of Educational Leadership and Administratio, 1(1), 653–696. Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31. Hew, K. F., & Hara, N. (2007). Empirical study of motivators and barriers of teacher online knowledge sharing. Educational Technology Research and Development, 55(6), 573-595. Hou, H., Sung, Y., & Chang, K. (2009). Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem solving strategy. Teaching and Teacher Education, 25, 101–108. Kondakci, Y., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2015). Readiness of teachers for change in schools. International Journal of Leadership in Education, 1-22. Kondakçı, Y., Zayim, M., & Çalışkan, Ö. (2010). Investigating school administrators’ readiness to change in relation to teaching level of the school, experiences of the administrators, and the size of the school. Inonu University Journal of the Faculty of Education, 11(2), 155-175. Oreg, S., Vakola, M., & Armenakis, A. (2011). Change recipients’ reactions to organizational change: A 60-year review of quantitative studies. Journal of Applied Behavioral Science, 47, 461-524. doi:10.1177/0021886310396550 Rafferty, A. E., Jimmieson, N. L., & Armenakis, A. A. (2013). Change readiness: A multilevel review. Journal of Management, 39, 110–135. Spillane, J., & Sherer, J. Z. (2004, April). A distributed perspective on school leadership: Leadership practice as stretched over people and place. In Annual meeting of the American Education Association, San Diego, CA.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.