Abstract
The purpose of this study was to measure the impact of distributed leadership and psychological empowerment on organizational learning culture through teachers’ perspectives. Distributed leadership is a practice in which the leadership responsibilities are shared within those with related skills and expertise. Psychological Empowerment involves motivational reasoning formed by environment conducive to active involvement in the work roles. Distributed Leadership Questionnaire (DLQ) was developed by the researchers, while Psychological Empowerment Scale (PES) and Urdu version of Dimensions of Organizational Learning Culture (DLOQ) were adopted to address the purpose of the study. Using multistage sampling technique, 613 teachers from forty secondary schools were selected as the sample of study. The reliability coefficients of the three scales ranged from .75 to .88. Exploratory factor analysis of the distributed leadership questionnaire yielded four factors of the construct. Initially, Pearson correlation was found among all factors grouped in each construct. Simple linear regression analysis reveals that Dimensions of Distributed leadership (Shared responsibility, Leadership practices, Decision making, and Professional development) as well as Psychological empowerment (Meaning, Competence, Self-determination and Impact) significantly impact learning organization culture. Multiple regression analysis, further demonstrates that 7 of 8 factors of Distributed Leadership and Psychological Empowerment constructs significantly combine to impact learning culture of high schools. The R2 value shows that almost 67% of the observed variance in learning culture in the schools can be explained by 7 factors of the distributed leadership and psychological empowerment constructs.