EXPLORING DISTRIBUTED LEADERSHIP PRACTICES OF SECONDARY SCHOOL PRINCIPALS AND THEIR IMPACT ON TEACHERS’ WORK BEHAVIOUR

Abstract

The present study investigates the relationship between distributed leadership practices of secondary school principals and the work behaviour of teachers in the Moradabad District of Uttar Pradesh. Using a descriptive-correlational design, data were collected from 250 respondents (200 teachers and 50 principals) across government, aided, and private secondary schools through standardized questionnaires. The independent variables of the study include distributed leadership and demographic variables such as gender, designation, and school management type. Statistical analyses including ANOVA, correlation, and regression were employed to test the hypotheses. Results revealed significant differences in perceptions of distributed leadership across demographic categories, and a strong positive correlation between distributed leadership and all dimensions of teacher work behaviour (r = 0.73, p < 0.01). Regression analysis further indicated that distributed leadership explains 53% of the variance in teachers’ work behaviour. The findings highlight that collaborative and participatory leadership practices foster higher teacher commitment, satisfaction, and professional engagement. The study concludes that strengthening distributed leadership frameworks can enhance leadership effectiveness and overall school performance.