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Results show a significant link with normative commitment, an insignificant link with continuance commitment, and partial significance via readiness mediation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/role-of-distributed-leadership-and-readiness-to-change-dimensions-in-public-and-private-schools-commitment-to-change/596305/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/role-of-distributed-leadership-and-readiness-to-change-dimensions-in-public-and-private-schools-commitment-to-change/596305.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about distributed leadership and commitment to change?","Question",{"text":63,"@type":64},"It analyzes the relationship between distributed leadership and teachers’ normative and continuance commitment to change in public and private schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is readiness to change incorporated into the research model?",{"text":68,"@type":64},"The study tests emotional, intentional, and cognitive readiness to change as mediating dimensions linking distributed leadership to commitment outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings regarding normative versus continuance commitment?",{"text":72,"@type":64},"Distributed leadership showed a significant relationship with normative commitment, while the relationship with continuance commitment was insignificant; 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This study aims to analyze the relationship between distributed leadership and teachers’normative, and continuance commitment to change with meditating role of emotional, intentional, and cognitive readiness to change. Data were collected from 308 public and private schools of Punjab, Pakistan through cluster sampling technique, and subsequently the data were analyzed by using SPSS and AMOS. Findings revealed that there is significant relationship between distributed leadership and normative commitment to change while, insignificant between distributed leadership and continuance commitment to change. However, there is partially significant relationshop between distributed leadership and normative, and continuance commitment to change with mediation of intentional, emotional, and cognitive readiness for change. This study is novel for the reason such relationship has barely studied prior especially in the countries like Pakistan. Study contains limitations, implications, and future guidelines.  \nKeywords: Distributed leadership, normative commitment to change, continuance commitment to change, intentional readiness for change, emotional readiness for change, cognitive readiness for change, education sector, distributed leadership theory.  \n*Associate Professor, Department of Business Administration, University of the Punjab, Gujranwala Campus, [Gujranwala. Email: naveed.iqbal@pugc.edu.pk](Gujranwala. Email: naveed.iqbal@pugc.edu.pk)  \n**Assistant Professor, Hailey College of Commerce, University of the Punjab, Lahore, Pakistan. Email: [ha.rashid.hcc@gmail.com](ha.rashid.hcc@gmail.com)  \n***Assistant Professor, Department of Information Technology, University of the Punjab, Gujranwala campus [Gujranwala. Email: naveed.jhamat@pugc.edu.pk](Gujranwala. Email: naveed.jhamat@pugc.edu.pk)  \nIntroduction  \nChange is critical to create new opportunities, development and competitiveness in the today's era for an organization to sustain. It is one of the criterions to sustain and grow, but the most important thing is the organizational ability to adapt market trends. Similarly, education system and policies need to be improved to meet the global challenges. It is the aim of every country to pursue higher quality of education. Since, economies became global, a number of countries are striving to improve their education standards to gain competitiveness, especially the Asia’s dynamic economy (Sales, Moliner, & Francisco Amat, 2017; Thien, 2019) . In this regard, the change and improvement in education depends on teachers’ perception and behavior. School personnel especially the teachers are the change implementers. It has been widely acknowledged that talented and skilled teachers provide a better foundation for driving vision, core objectives and change, and ultimately improving schools (NPBEA, 2015) . Concerning this a successful change implementation is pushed by the leadership which impacts the teacher’s commitment to change. Preceding studies (Torres, 2019; Woods, Jeffrey, Troman, & Boyle, 2019) provide evidence that transformational leadership can increase teachers’ involvement in the school change process to improve education standards and also affect their commitment positively. Distributed leadership is an approach refers to the decentralized decision making and leadership team cooperation. Prior studies (Liu & Werblow, 2019 ; Sánchez, de HaroRodríguez, & Martínez, 2019) proved a significant relationship among the perceived distributed leadership, level of participation and organizational commitment. It is based on a concept to share responsibilities, because the single leader or principal cannot manage the sc","cbCaifMzFDAPankQ","https://ap.wps.com/l/cbCaifMzFDAPankQ","pdf",482528,23,"English","# Abstract\n# Introduction\n## Change in education and teachers as implementers\n## Distributed leadership and shared responsibility\n## Readiness for change and teacher commitment","[{\"question\":\"What does the study investigate about distributed leadership and commitment to change?\",\"answer\":\"It analyzes the relationship between distributed leadership and teachers’ normative and continuance commitment to change in public and private schools.\"},{\"question\":\"How is readiness to change incorporated into the research model?\",\"answer\":\"The study tests emotional, intentional, and cognitive readiness to change as mediating dimensions linking distributed leadership to commitment outcomes.\"},{\"question\":\"What were the key findings regarding normative versus continuance commitment?\",\"answer\":\"Distributed leadership showed a significant relationship with normative commitment, while the relationship with continuance commitment was insignificant; however, partial mediation effects were found through readiness dimensions.\"}]","Role of Distributed Leadership and Readiness to Change Dimensions in Public and Private Schools - Commitment to Change | PDF",1792082830,58]