Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

Abstract

Purpose The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Design/methodology/approach The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain. Findings The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Originality/value The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.