Abstract
ABSTRACT The purpose of this study is to verify whether students’ academic achievement is enhanced not only by the leadership of school organization members represented by a principal but also by the comprehensive power of community-wide distributed leadership. A questionnaire survey was conducted from July to September 2018. The participants were 1,157 principals from 55 school districts in Japan. A logistic multilevel analysis was conducted using three binary variables as dependent variables. In the logistic multilevel modeling, four district level variables including superintendent leadership and socioeconomic status factors, in addition to 10 school level variables including distributed leadership and socioeconomic status factors, were used as explanatory variables. The analysis results indicated that distributed leadership at the school level had a suppression effect on continuous low-level academic achievement and a promotion effect on academic growth. The main explanatory variables for continuous high-level and low-level academic achievement were socioeconomic status factors. On the other hand, academic growth was explained by distributed leadership and the establishment of support headquarters. However, this study is limited in the method of measuring distributed leadership, professional community, and teacher efficacy, in addition to do not describing the process from distributed leadership to academic achievement.
Published Version
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