Abstract
ABSTRACT This study explores distributed leadership in school characterized by high teacher organizational commitment using case study research. Leadership is distributed in formal and informal manners. Teachers were directly involved in academic but not in administrative decision-making. Although school lacks democratic leadership, teachers’ organizational commitment remained high. This is due to the surrounding authoritarian Lebanese culture that normalizes the formal leaders monopoly on decision-making especially administrative decisions perceived to be outside the realm of teachers’ expertise. Results suggest recommendations for the transformation of schools to professional communities that adopt a distributed form of leadership where teachers’ voices are invited.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
