Distributed leadership and school effectiveness in Egypt and Oman: an exploratory study

Abstract

PurposeThe purpose of this study is to examine teachers’ perceptions of the levels of distributed leadership (DL) practices and the indicators of school effectiveness (SE) in Egypt and Oman. It also investigated the role of accreditation on these perceptions.Design/methodology/approachThe study sampled 635 teachers in Egypt and Oman using the SE index (Hoy, 2009) and the DL scale (Özer and Beycioğlu, 2013).FindingsThe average score of the perceived level of DL practices of school principal and SE indicators showed was below the agreeableness level. DL was shown to be a positive and significant predictor of SE. The Omani teachers had a significantly higher perception of the availability of DL in their schools and of their schools’ effectiveness than the Egyptian teachers. The results also gave support to the belief that the school accreditation process is a way to increase DL in schools and also to increase the indicators of SE.Practical implicationsOne implication of the findings is the need for training school principals on DL practices that can potentially enhance SE. Another implication is a wider adoption of accreditation practices.Originality/valueThis study provides empirical evidence about teachers’ perceptions of the availability of SE and DL in schools in two Middle Eastern countries, Egypt and Oman. It also adds support to the belief in the importance of the role of accreditation in increasing SE and DL practices.