Distributed Leadership Approach Research Articles

Distributed leadership in Irish post-primary schools: mapping the state of the art

ABSTRACT Distributed leadership is currently to the forefront of emerging educational leadership literature, policy, and practice. It is suggested that the pressures exerted on schools during the COVID-19 pandemic have resulted in distributed leadership becoming a default leadership style in schools. The adoption of a distributed leadership approach is supported by Irish school policy, yet little is known about its implementation. The aim of this study was to map the current state of distributed leadership in Irish post-primary schools from the perspective of school personnel. Data were collected from 337 participants using an online survey comprising Likert-type statements complimented with open-ended questions. Descriptive statistics and thematic analysis were used to analyse the data. Findings reveal disparities specific to how distributed leadership is implemented in schools, (if at all), including the division of labour, the impact of culture and complexities in relationships among staff. In this paper, recommendations are made regarding the need to further conceptualise the culture required for distributed leadership to flourish, the division of labour, and teacher leadership in a distributed leadership approach, as well as a focus on building positive relationships.

Teachers' Perceptions about Distributed Leadership Practices in South Asia: A Case Study on Academic Activities in Government Colleges of Bangladesh (BY IJISRT)

The concept of teacher leadership is relatively a new entry into the educational terminology and interpretation in the context of developing countries. The distributed perception on leadership may pave attention about activities orientation, not in position of teacher.  Aims & Objectives In a government college in Bangladesh, this study investigates the perspectives of faculty members regarding the implementation of distributed leadership practices in academic affairs. Furthermore, it investigates the perspectives of educators regarding the challenges associated with the implementation of distributed leadership within that particular institution. This study aims to investigate teachers' perspectives on distributional leadership and the obstacles that hinder its implementation in the academic activities of government colleges in Bangladesh.  Methodology In order to accomplish the research objectives, this study employed qual-quant methods, specifically an opinion survey and interviews with teachers of a government college in Bangladesh who were selected for the study. Participants were purposefully selected from among the teachers who possessed expertise in distributed leadership. Document review for three-dimensionality verification is another method of data collection. Analyzing qualitative data, this investigation employs thematic analysis. Result- The study identifies several obstacles that hinder the implementation of the distributed leadership approach in all academic activities at the chosen government college in Bangladesh. These challenges include a lack of employee commitment to the organization, limitations in management, apprehension regarding power loss, and cultural factors.  Contribution The findings indicate that distributed leadership has been implemented in certain academic activities, and instructor opinions indicate that this leadership style should be utilized in additional activities.

Developing entrustable professional activities for general dentistry at the University of North Carolina.

As part of curriculum innovation, the University of North Carolina (UNC) Adams School of Dentistry identified core entrustable professional activities (EPAs) that graduates must demonstrate for practice readiness. This paper describes the development of the UNC EPAs and the perceptions of the general dentistry faculty. Upon establishing a blueprint of knowledge, skills, and attitudes of UNC graduates, using a distributed leadership approach, faculty teams developed EPAs focused on the patient care process. The American Dental Education Association Compendium of Clinical Competency Assessments and Commission on Dental Accreditation Standards informed the team's work. Perceptions of the assessment framework were examined using a questionnaire completed by 13 general dentistry faculty considering the importance, accuracy, and agreement of each EPA, associated domains of competence, and encounter management on a 6-point rating scale. Distributed leadership was a useful strategy in EPA development to disperse decision-making and build ownership. Through multiple iterations, four EPAs (assessment, plan of care, collaborative care, and provision of care) with associated sub-EPAs emerged. EPAs included a description, required knowledge and skills, and rubrics for assessment. The general dentistry faculty reported a high level of importance, accuracy, and agreement with EPAs, domains of competence, and encounter management. EPAs provide a standardized manner to describe the comprehensive work dentists perform, shifting away from individual competencies. The UNC EPAs provide the foundation for longitudinal measures of competence preparing graduates for independent practice. With limited EPAs frameworks available in dentistry, we aim to inform the development and implementation of EPAs across dental education.

Unlocking Academic Success: Exploring the Impact of Distributed Leadership on Schools' Climate and Students' Achievement at Secondary Level in District Kohat

This study examines the correlation between distributed leadership practices of principals, the academic performance of students, and the school climate in government secondary schools in Kohat, Pakistan. It investigates the relationship between the distributed leadership approach of principals and the school atmosphere, as well as its impact on academic achievement. The research involves 30 principals and 198 teachers who completed surveys on distributed leadership practices and school climate. Descriptive statistics, Pearson correlation coefficient, and regression models were used for data analysis. The study found a significant correlation between the adoption of distributed leadership by principals and the overall school climate. Furthermore, a moderate correlation was observed between students' academic achievements and the distributed leadership approach of the principal. The research suggests that a principal's distributed leadership positively affects school climate and leads to improved student achievement, although it also indicates a negative impact on students' academic performance.

Towards inclusivity and sustainability in the leadership of an academic department in a South African university: A distributed perspective

Historically, the concept of Head of Department (HOD) in a university context has been understood as a one-person role. Despite the increasing complexity of the role, the position remains exclusive and, for many academics, undesirable. Reliant only on a single individual, the position, located at the centre of complex relational interfaces, is known to generate tension and role ambiguity between the scholarly project on the one hand, and management and administrative matters on the other. In response to this problematic, in this paper, we draw on a higher education leadership study that explored the take-up of a distributed leadership approach in an academic department in a South African university. Framed by a socio-cultural conceptualisation of distributed leadership comprising a leader-plus and a practice aspect, we designed the research as an exploratory case study. Participants included the academic and administrative staff in the department and qualitative data was generated through document analysis as well as individual and focus group interviews. Findings revealed that the framework provides a useful analytical tool for departmental leadership, understood inclusively and expansively beyond the formal HOD position. Offering an empirical case of a distributed leadership approach in an academic department, we contribute to a gap in the literature and argue for further studies in other faculties and universities in the global south.

Applying the principles of triage to support the rapid transition to online learning during the pandemic

ABSTRACT In the higher education sector, military academies operate in environments that differ from university campuses. Like other institutions, military academies had to manage changes to learning and teaching in response to the COVID-19 pandemic. This required an approach, a model, that acknowledges and aligns with the needs of a military academy. Using a case study approach, the changes at one faculty at an Australian military academy undergoing a rapid transition to online learning are outlined and evaluated using both survey and unobtrusive data. The changes were framed by a new 3S triage model of see, solve and share, specifically designed for the context of the military academy. Distributed leadership approach and its 6E theoretical tenets are used to detail the model’s application, the role of policy, and positive outcomes, including an increase in student satisfaction.

Review DebrIeF: a collaborative distributed leadership approach to “hot debrief” after cardiac arrest in the emergency department – a quality improvement project

PurposeThe purpose of this paper is to re-conceptualise the hot debrief process after cardiac arrest as a collaborative and distributed process across the multi-disciplinary team. There are multiple benefits to hot debriefs but there are also barriers to its implementation. Facilitating the hot debrief discussion usually falls within the remit of the physician; however, the American Heart Association suggests “a facilitator, typically a health-care professional, leads a discussion focused on identifying ways to improve performance”. Empowering nurses through a distributed leadership approach supports the wider health-care team involvement and facilitation of the hot debrief process, while reducing the cognitive burden of the lead physician.Design/methodology/approachA mixed-method approach was taken to evaluate the experiences of staff in the Emergency Department (ED) to identify their experiences of hot debrief after cardiac arrest. There had been some staff dissatisfaction with the process with reports of negative experiences of unresolved issues after cardiac arrest. An audit identified zero hot debriefs occurring in 2019. A quality Improvement project (Model for Healthcare Improvement) used four plan do study act cycles from March 2020 to September 2021, using two questionnaires and semi-structured interviews to engage the team in the design and implementation of a hot debrief tool, using a distributed leadership approach.FindingsThe first survey (n = 78) provided a consensus to develop a hot debrief in the ED (84% in the ED; 85% in intensive care unit (ICU); and 92% from Acute Medicine). Three months after implementation of the hot debrief tool, 5 out of 12 cardiac arrests had a hot debrief, an increase of 42% in hot debriefs from a baseline of 0%. The hot debrief started to become embedded in the ED; however, six months on, there were still inconsistencies with implementation and barriers remained. Findings from the second survey (n = 58) suggest that doctors may not be convinced of the benefits of the hot debrief process, particularly its benefits to improve team performance and nurses appear more invested in hot debriefs when compared to doctors.Research limitations/implicationsThere are existing hot debrief tools; for example, STOP 5 and Take STOCK; however, creating a specific tool with QI methods, tailored to the specific ED context, is likely to produce higher levels of multi-disciplinary team engagement and result in distributed roles and responsibilities. Change is accepted when people are involved in the decisions that affect them and when they have the opportunity to influence that change. This approach is more likely to be achieved through distributed leadership rather than from more traditional top-down hierarchical leadership approaches.Originality/valueTo the best of the authors’ knowledge, this study is the first of its kind to integrate Royal College Quality Improvement requirements with a collaborative and distributed medical leadership approach, to steer a change project in the implementation of a hot debrief in the ED. EDs need to create a continuous quality improvement culture to support this integration of leadership and QI methods combined, to drive and sustain successful change in distributed leadership to support the implementation of clinical protocols across the multi-disciplinary team in the ED.

Challenge accepted: Women claiming leadership in higher education learning and teaching

A recognised challenge for women in higher education learning and teaching is of rightfully claiming leadership. Higher education processes for recruitment, promotion, awards, grants and fellowship are founded on an ability to document and convincingly present one’s leadership contribution. The focus is on evidencing from a traditional, formal positional role view of leadership. However, the leadership contribution of women to learning and teaching often accords with a more distributed leadership approach. This may lead to women, unguided in how to evidence their leadership contribution and impact, being unable to self-acknowledge and claim their leadership contribution. The challenge for women is in claiming their leadership contribution and impact so as not to be disadvantaged in academic career progression and recognition. Drawing on a database of 15 years of research into a distributed leadership in learning and teaching, a Linguistics Inquiry approach is employed to explore reflections of female academics to their leadership contributions in learning and teaching. This reveals evidence-based strategies that have successfully supported a positive transition, by women, to self-acknowledge their leadership contributions. Many of these are resource intensive and difficult to sustain in the current higher education sector context of diminishing and reduced resources. To present a low-resource alternative, the six tenets of a Distributed Leadership approach structure a low-resource framework alternative that provides key conceptual prompts for presenting a leadership case. Vignettes of applying the framework in practice are provided to illustrate its transferability across a range of scenarios for women to rightfully claim their leadership contribution.

Influencing Organizational Culture: A Distributed Leadership Approach to Professional Learning

The purpose of this research project was to investigate the relationship between the implementation of a distributed leadership model of professional development and faculty trust in colleagues. Data were collected from the following sources: Hoy & Tschannen-Moran’s (2003) Omnibus-T scale and semi￾structured focus group interviews. A series of ANOVA were performed to analyze the survey data. A priori codes, open codes, in vivo codes, and logic model analytics were used to examine focus group interview data. The findings of this study revealed a positive significant relationship between participation in the professional learning model and trust in colleagues. The results of this study confirm and expand the research supporting the positive impact of effective professional development and distributed leadership practices on trust in schools.

Leading learning and innovation in organizations: a distributed leadership perspective

PurposeThis paper explores the role of distributed leadership for learning and innovation in organizations. Learning and innovation being collective interactive processes, individual leadership is not the most effective way to drive them. This paper discusses how developing a distributed approach to leadership can be useful in enhancing the effectiveness of these processes, particularly in the current context of dispersed and remote working spurred by the pandemic.Design/methodology/approachThis paper draws on literature from the domains of leadership and learning to discuss how effectiveness of learning and innovation can be enhanced through the application of appropriate leadership models.FindingsThis paper brings out the importance of developing a distributed leadership approach to enhance learning and innovation in organizations. It provides actionable suggestions that can be used by organizations to develop shared leadership capabilities.Originality/valueMoving away from traditional leadership models, this paper highlights the significant role that distributed leadership can play to enhance the effectiveness of collective processes such as learning and innovation. The approach is even more relevant in the current pandemic context where organizations are operating in a distributed setup with flexible work from home arrangements. Learning and innovation in such virtual, asynchronous work arrangements is a challenge. Development of distributed leadership mindset and approach can enable organizations to operate more effectively in the new normal.

Enabling leadership capacity for higher education scholarship in learning and teaching (SOTL) through action research

ABSTRACT Action research (AR) offers an ideological fit with the culture and the work of the academy - they share a culture of collegiality, evidence- and theory-based practice, and a focus on reflection and evaluation to inform change and innovation. An AR approach and methodology are also integral to the development of leadership capacity for learning and teaching. This paper focuses on a distributed leadership approach for the Scholarship of Teaching and Learning (SOTL) enabled by, and researched through, AR. Discussion and findings are presented through the lens of 20 funded Australian AR projects that used distributed leadership to build capacity for SOTL. These projects have made contributions to SOTL that extend the boundaries of pedagogical AR to a new area of focus: that of a distributed leadership approach to SOTL. An AR meta review of the projects revealed a synergy between AR and distributed leadership. The review generated evidence-based good practice actions for AR that also enable a distributed leadership approach for SoTL. These good practice action statements, together with illustrative vignettes, are presented in this paper. The intention is that the statements can provide a simple guide to using an AR approach to facilitate distributed leadership for higher education SOTL.

Distributed leadership in healthcare: Exploring its impacts on technical quality

ABSTRACT Purpose: The purpose of the study was to evaluate the effect of distributed leadership (DL) on technical quality (TQ) from the perspective of healthcare workers. Methods: Data were collected from 407 healthcare workers (HWs) selected from 3 hospitals in İzmir. Data were obtained using a structured questionnaire. Findings: Exploratory factor analyses were carried out to determine construct validity of the DL and TQ scales. Three DL factors were identified: hospital structure, cooperation and decision making, and initiative and responsibility; whereas one factor was identified for the TQ scale. Correlation analyses indicated a significant relationship between the TQ and DL dimensions while the regression analyses showed that hospital culture, cooperation and decision making, and initiative and responsibility significantly determined TQ. However, hospital structure had no effect. Conclusion: Cooperation and decision making, and responsibility and initiative are major characteristics of the leadership in the DL approach. The study results emphasize that implementation of DL in hospitals can improve TQ from the perspective of HWs.

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England

There is now an increased focus on using networks to drive school improvement. Achieving the benefits of engaging in networks requires leaders to think and act differently; specifically, to benefit all teachers and students, the leaders of schools participating in networks must actively support the mobilization of networked-driven innovations. One approach to mobilization is enabling distributed leadership-type approaches. At the same time, distributed leadership, as a means of facilitating the take-up of network-led innovation, is relatively understudied. This paper explores how distributed leadership approaches can support innovation mobilization (or not) and what is required for them to do so effectively.

An Examination of Primary School Students' Academic Achievements and Motivation In Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-efficacy and Leadership Approach

This study aims to analyze primary school students' academic achievement and motivation in terms of parental attitudes, teacher motivation, teacher self-efficacy and leadership perception. Research model of the study is designed as descriptive research model and the data are collected from 60 primary school teachers teaching 4th grade students in 2017-2018 academic year and from 1476 4th grade primary school students. The findings of the study show that fathers' having a high level of education, teachers' having a high level of motivation, a democratic attitude in family are some factors positively affecting student achievement. The findings also indicate that democratic parental attitude and a high level of teacher motivation increase student motivation. It is also concluded that neglectful parental attitude negatively affects student achievement and motivation. Accepted or distributed leadership approach in the school influences teacher motivation. The findings show that teachers with high self-efficacy also have high level of motivation. It is also concluded that teachers at the first years of their career have lower level of motivation. The study is believed to be a guiding example for other studies analyzing similar topics.

Increasing access to primary health care through distributed leadership

ABSTRACT Background: Primary health care is a vital component of an effective health-care system. However, there are challenges in access to primary health care. The leadership approach adopted in primary health-care delivery has been called a key determinant of access to care. Objectives: In this study, the researcher examines the adoption of distributed leadership in primary health-care delivery and how it affects access to primary health care. The researcher seeks to establish the features of distributed leadership in primary health care, adoption of said leadership, and the impact of leadership approach on barriers to access. Methods: The study is based on a quantitative analysis of 12 studies from various countries globally that were retrieved from seven electronic databases. Results: It is noted that the main features of distributed leadership in primary health care include leadership coalitions among members of primary health care teams, a collective approach to decision-making, and shared accountability. The adoption of distributed leadership is seen to significantly reduce communication barriers (P = 0.01) and knowledge barriers (P = 0.028) while enhancing continuity of care in primary health-care delivery (P = 0.03). The researcher also reports a statistically significant difference in health-care access, depending on the different features of distributed leadership (χ 2(2) = 6.003, P = 0.014). Conclusions: The evidence presented could equip primary health-care leaders and policy makers with insights and knowledge regarding the enhancement of primary health-care access through the adoption of a distributed leadership approach.

Applying Theory to Practice: Implementing a Live Case Competition in a Capstone Strategic Management Course

When facilitating large-scale instructional change, leaders face stakeholder tensions that arise from different institutional pressures. Over the past 4 years, we have created an innovative live case competition in a strategic management course as our college’s signature undergraduate experiential learning opportunity. This case has integrated the Association to Advance Collegiate Schools of Business’ (AACSB) business knowledge and skill areas with grounded learning elements and course learning objectives. Each semester, over 350 students apply strategy concepts to analyze challenges provided by a local company. Course section winners present to executive judges in the final competition. We contribute to the literature by describing the live case competition created from a six-step collaborative process that managed stakeholder tensions as institutional pressures changed. Using distributed leadership and information-sharing approaches, our collaboration model helped us address different needs, share resources, adapt to institutional pressures and create sustainable experiential learning opportunities. With shared decision making and constructive dialogue, we developed high-quality student learning experiences that respected faculty autonomy, addressed resource limitations, and institutionalized business partnerships. We describe our motivation, context, and key stakeholders’ (faculty, students, executives, and administrators) challenges and solutions. We hope our collaborative model helps others successfully implement large-scale instructional change.

Distributed leadership and the Malaysia Education Blueprint

Purpose The purpose of this paper is to present and discuss the findings from research on the relationship between leadership theory and policy reform in Malaysia. Distributed leadership is normatively preferred in the Malaysia Education Blueprint (MEB), the country’s major policy reform document. The research was conducted in two dissimilar Malaysian states (Selangor and Sarawak). Design/methodology/approach The research was a multiple case-study design, with 14 schools (seven in each state). Sampling was purposive, with schools selected from the different bands used to categorise school performance in Malaysia. Within each school, interviews were conducted with principals (secondary schools), headteachers (primary schools) and a range of teachers, middle leaders and senior leaders, to achieve respondent triangulation. Findings The findings confirm that the MEB prescribes distributed leadership as part of a strategy to move principals and head teachers away from their traditional administrative leadership styles. While there were some variations, most schools adopted a modified distributed leadership approach. Instead of the emergent model discussed and advocated in the literature, these schools embraced an allocative model, with principals sharing responsibilities with senior leaders in a manner that was often indistinguishable from delegation. Research limitations/implications A significant implication of the research is that policy prescriptions in major reform initiatives can lead to unintended consequences when applied in different cultural contexts. While distributed leadership is presented as “emergent” in the international (mostly western) literature, it has been captured and adapted for use in this highly centralised context, where structures and culture assume a top-down model of leadership. As a result, distributed leadership has taken on a different meaning, to fit the dominant culture. Practical implications The main practical implication is that principals and head teachers are more likely to enact leadership in ways which are congruent with their cultural backgrounds and assumptions than to embrace policy prescriptions, even when unproblematic adoption of policy might be expected, as in this centralised context. Social implications The main social implications are that policy change is dependent on socio-cultural considerations and that reform will not be whole-hearted and secure if it is not congruent with the values of institutions such as schools, and the wider society which they serve. Originality/value The paper is significant in exploring a popular leadership model in an unfamiliar context. Beyond its importance in Malaysia, it has wider resonance for other centralised systems which have also shown interest in distributed leadership but have been unable and/or unwilling to embrace it in the ways assumed in the literature. This leads to theoretical significance because it adds to the limited body of literature which shows that allocative distributed leadership has emerged as a device for accommodating this model within centralised contexts.

From Complex Interventions to Complex Systems: Using Social Network Analysis to Understand School Engagement with Health and Wellbeing.

Challenges in changing school system functioning to orient them towards health are commonly underestimated. Understanding the social interactions of school staff from a complex systems perspective may provide valuable insight into how system dynamics may impede or facilitate the promotion of health and wellbeing. Ego social network analysis was employed with wellbeing leads within four diverse case study schools to identify variability in embeddedness of health and wellbeing roles. This variation, as well as the broader context, was then explored through semi-structured qualitative interviews with school staff and a Healthy Schools Coordinator, sampled from the wellbeing leads’ ego-networks. Networks varied in terms of perceived importance and frequency of interactions, centrality, brokerage and cliques. Case study schools that showed higher engagement with health and wellbeing had highly organised, distributed leadership structures, dedicated wellbeing roles, senior leadership support and outside agencies embedded within school systems. Allocation of responsibility for wellbeing to a member of the senior leadership team alongside a distributed leadership approach may facilitate the reorientation of school systems towards health and wellbeing. Ego-network analysis to understand variance in complex school system starting points could be replicated on a larger scale and utilised to design complex interventions.

Novice principals’ attitudes toward support in their leadership

ABSTRACT Novice principals experience intense work situations and various solutions have been suggested to handle them. This paper explores western Swedish novice principals’ attitudes toward support in their leadership. Specific questions addressed are whether the principals believe that two approaches, the so-called heroic and distributed approaches, could improve their job satisfaction, pedagogical leadership and relationships within their schools. The research provides novel contributions as it combines a scenario-based experiment with follow-up interviews to provide new insights regarding school leadership. The results clearly demonstrate that novice principals experience intense working situations. Moreover, they show that the principals significantly favor the heroic leadership approach for promoting job satisfaction and facilitating relational aspects of their work. However, for mitigating the loneliness associated with a leadership role, the principals significantly favor the distributed leadership approach. Thus, the results raise questions about previous suggestions that distributed leadership is a panacea for principals’ intense work situations.