Abstract:
To continue fulfilling their social and educational roles, educational institutes such as schools should adopt new leadership trends based on current theories. Shared leadership is one such theory that allows teachers to cooperate in making and implementing decisions. The purpose of this study was to provide a model for the antecedents and consequences of shared leadership at schools. To this end, first an initial overview of 138 internationally valid articles published between 2000 and 2020 was done. Due to the unsuitability of title, abstract, and body text, 78 articles were removed, and the remaining 60 articles were adopted for the final analysis. The review of these was done to examine the suggested antecedents and consequences of shared leadership. This study was applied in terms of purpose and descriptive-correlational in terms of research method. The statistical population included all 1299 high school teachers of Bushehr city. From among these, 297 teachers were selected using the relative stratified random sampling method. Nine standard questionnaires formed the data collection instruments of the study, whose reliability and validity were confirmed based on Cronbach’s alpha, expert opinion, and structural equation modeling. The collected data was analyzed using SPSS and PLS software packages. Results showed that professional features and psychological security have significant effects on shared leadership. However, no significant result was found for the effect of team personality as well as the psychological security as an intervening factor. Moreover, it was confirmed that shared leadership has significant effects on knowledge sharing, empowerment, collective psychological capital, creativity, and organizational citizenship behavior. Considering the factors that affect the power of shared leadership in teachers, we can enhance them and use the results and consequences of this type of leadership among teachers.
Machine summary:
Also, the significant effect of shared leadership on knowledge sharing, empowerment, collective psychological capital, creativity, and organizational citizenship behavior was confirmed.
Knowledge Sharing Empowerment Team Personality Psychological Capital Shared Leadership Job Characteristics Creativity Psychological Safety Organizational Citizenship Behavior Figure 1.
, 2008), job characteristics (with five components of skill variety, task identity, Job significance, independence, and feedback from others) (Gagne & Millette, 2008), psychological safety (Frese & Baer, 2003), shared leadership (with three components of shared goals, social support, and employee voice) (Carson et al.
Composite Reliability Values of Each Construct Variable CR AVE Variable CR AVE Team Personality 0/808 0/401 Human Resource Empowerment 0/888 0/587 Job Characteristics 0/866 0/456 Collective Psychological Capital 0/912 0/431 Psychological Safety 0/736 0/466 Creativity 0/907 0/59 Facilitating Leadership 0/877 0/574 Organizational Citizenship Behavior 0/846 0/462 Knowledge Sharing 0/917 0/625 Table 3.
001 Confirmed Based on Table 4, since the calculated t value regarding the effect of team personality on facilitating leadership and the moderating role of psychological safety on the relationship between job characteristics and facilitating leadership is less than 1.
For this purpose, team personality, job characteristics, and psychological safety were considered as antecedents, and knowledge sharing, empowerment, collective psychological capital, creativity, and organizational citizenship behavior were considered as consequences.
Hans and Gupta (2018) also confirmed the relationship between individual learning behaviors and facilitating leadership in teams through psychological safety.
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