Analysis of the Structural Relationships Among Distributed Leadership, Teacher Efficacy, Teacher Commitment, and School Organizational Effectiveness Perceived by Secondary School Teachers

The purpose of this study is to investigate the relationship between the variables of distributed leadership, teacher efficacy, teacher commitment, and school organizational effectiveness perceived by secondary school teachers through structural analysis. As a research method, structural equation model analysis was conducted to verify the structural relationship between variables, and bootstrap analysis was conducted to verify the significance of indirect effects. The main research results are as follows. First, the higher the distributed leadership, the higher the school organizational effectiveness. Second, the higher the teacher efficacy and teacher commitment, the higher the school organizational effectiveness. Therefore, it is important to devise measures to improve teacher efficacy and teacher commitment. Third, the higher the distributed leadership, the higher the teacher efficacy and teacher commitment. Fourth, in the relationship between distributed leadership and school organizational effectiveness, teacher efficacy played an indirect and teacher commitment played a direct mediating role. Lastly, regarding the differences in perception according to role, head teachers had higher perceptions of distributed leadership, teacher commitment, and school organizational effectiveness, and the smaller the middle school and school size, the higher the perceptions of all research variables.