Relations between Value-Based Leadership and Distributed Leadership: A Casual Research on School Principles' Behaviors.

Abstract In this study, the relations between value-based leadership and distributed leadership behaviors of school principals were defined on the basis of the views of the primary school teachers. A casual research was designed for this. 225 primary school teachers were took part in study group determined the maximum variation sampling method. Data were gathered by scale of Values-Based Leadership and Distributed Leadership Inventory. Confirmatory and exploratory factor analyses were used to define construct validity of the scales. Pearson's Product Moment Correlation and Multiple Linear Regression Analysis techniques were used in the analysis processes. Findings showed that there were . 74 positive correlation between Value Based Leadership and Distributed Leadership. The results of regression analysis indicated that the distributed leadership was explained by value-based leadership from 27% to 43%. Four dimensions for distributed were leadership were team work (41%), support (47%), vision creating (43%) and control (27% of). Key Words Value-Based Leadership, Distributed Leadership, School Principals, Leadership Implementations, Teacher Opinions. The nature of leadership as a multi-dimensional and interdisciplinary subject has been questioned by the theorists. According to Bass (1981), Stogdill's study provided some evidence that a focus on values was not considered among the most critical traits of leadership. Graber and Kilpatrick (2008) pointed out that Selznick (1957) wrote organizations become mature and "institutionalized" only when leaders infuse them with values and for Burns (1978) leadership clearly involves influencing and clarifying human values and aligning them with the needs of the organization. According to Davis (2011), values serve as a moral compass to guide decisions and action; as a foundation that provides stability during growth and chaos; as a magnet that attracts people like values and as glue that hold members of a team together, especially in difficult times; as an identity that defines the team; and as a measuring device that sets standards for both individual and team performance (p. 5). Dolan and Garcia (2002) share that "values guide for employees at all levels and functions (p. 101). And, Kouzes and Posner (1993) point out that "values for the employees create an inner compass for solution of every problem. In this mean, it can be said that values are a direction for employees and organizations, especially for an uncertainty situations. Leadership writers and theorists have increasingly described values as a key component of effective leadership. A common theme is that leaders should possess a strong foundation of personal values, principles, or ethics. Another recurring thought is that the values of the leader should reflect the organization's values, which are transmitted to or at least accepted by the organization's members (Graber & Kilpatrick, 2008, p. 180). Research evidences also showed that efforts to take into account personal values had a positive effect on leadership (Mancheno, Endres, Polak, & Athanasaw, 2009). If the leadership is accepted as an influence processes, the relationship between values and leadership is emerging with leader's impact on followers' values. Nicholls (1999) discusses three types of leadership: inspirational, strategic and supervisory in his writing. According to him value-centered leadership is a guide to leadership in depth. With this, value-centered leadership is an operational model for strategic leadership in depth. It permits a definition of strategic behavior that can be applied at any level in an organization. On the other hand organizational culture is a value partnership for the members. This partnership is always done under the value-based leadership (Bouch, 2006; Worline & Boik, 2006). According to O'Toole (1996) some characteristics of values-based leadership are integrity, vision, trust, listening, respect for followers, clear thinking and inclusion. …