Distributed Leadership Model Research Articles

Educational Leadership in Improving School Performance and Teacher Professional Development: A Literature Review

The purpose of this study is to examine and describe educational leadership in improving school performance and teacher professional development. This study uses a literature review approach and uses data collection methods in the form of journals and scientific articles related to research studies. The analysis used in this study includes a review of the latest research findings and screening of relevant research materials in sequence. This study reveals that educational leadership plays a role in improving school performance and encouraging teacher professional development. The instructional and distributed leadership models, as well as the professional learning community approach, show that collaboration, ongoing support, and focused professional development are key to achieving educational goals. Effective leadership not only improves teacher performance, but also contributes to improving the quality of education and student learning outcomes as a whole.

Leadership in small business environments: from the heroic model to distributed approach

Purpose This study explores the process of interactions experienced by leaders during the evolution of the small firm. Three key propositions are conceptualized into a model with the main aim of supporting leaders of small organizations in understanding better the leadership phenomena. Design/methodology/approach This qualitative research project investigates the dynamics of leadership in small businesses through an inductive and abductive approach, inherent to grounded theory. This enabled the development of propositions directly from data. Field research involved responsive interviews with 12 established small enterprise leaders. Selective and theoretical sampling coupled with ongoing data comparison and analysis were applied to uncover and refine emerging leadership concepts. Findings Intellectual assets of leaders in small firms propel the recognition and sensitivity to the process of organizational evolution which requires a continuous adaptation of the leadership paradigm. Research limitations/implications The researchers’ philosophical stance to construct reality based on the participants own experiences, cannot produce generalized findings on the subject area. Practical implications Enhanced Decision-Making and Strategic Planning: Small business leaders can leverage their academic and industry backgrounds to make more informed and strategic decisions. Facilitating Organizational Change: By understanding the necessity of continuous change, small business leaders can implement frameworks that encourage flexibility and adaptability within their organizations. Adopting Distributed Leadership: Encouraging small business owners to move away from centralized control towards a more distributed leadership model can lead to better organizational outcomes. Originality/value A considerable amount of research has been devoted to leadership in the past decades. There is very little evidence on behavioral patterns of leaders, grounded in data within the context of the Small Firm aimed at the practitioner. This work is contribution towards this shortfall.

The Changing Ambitions of Workers: Adapting Leadership for Today's Reality

Recent research suggests workers' career ambitions are changing, with fewer aspiring to top executive roles like CEO. This article explores the implications of shifting ambitions for organizational leadership strategies. Research from McKinsey and others finds only 3 in 10 workers today want C-suite careers, down from previous generations where climbing the corporate ladder was standard. Societal factors like economic instability and greater valuation of work-life balance, as well as generational preferences for meaningful work and flexibility over prestige roles, help explain changing priorities. To optimize talent management amid these trends, the author recommends companies realign leadership strategies, talent practices, and culture. Distributed leadership models, non-linear career paths focused on skills development, and culture emphasizing purpose, learning, and well-being can better engage modern workers who prioritize autonomy, growth, and impact over rigid hierarchy. Industry examples demonstrate how redefining success and expanding career definitions can boost retention, diversity, and collaboration.

A contemporary examination of instructional leadership activities and distributed leadership practices in elementary education

While the success of schools is often attributed to the efforts of principals, it is important to determine how schools can embrace distributed instructional leadership to enhance academic performance among learners. It is evident that instructional leadership alone is inadequate and necessitates complementation with a distributed leadership model. This study exclusively focuses on how instructional leadership aligns with distributed leadership, paying special attention to distributed instructional leadership implementation in primary schools in Zimbabwe. In this particular qualitative study, the interpretivist theory served as the guiding framework. The study involved observation and conducting interviews with school teachers and principals to gain insight into the instructional and distributive leadership activities that were taking place within their respective schools. The analysis of the data was approached through the lens of Hallinger and Murphy’s model of instructional leadership. The findings of the study highlighted the importance of active involvement from all members within a school for effective leadership. Furthermore, it was revealed that a holistic approach to school leadership styles is essential, emphasizing the interconnected nature of instructional and distributive leadership activities (distributed instructional leadership). The study ultimately determined that distributed instructional leadership is achieved through collaborative efforts in formulating school visions and embracing shared supervision practices among the members of staff. It was also identified that creating opportunities for staff development in the schools plays a pivotal role in reaching the goals of distributed instructional leadership.

Implementing distributed leadership in Irish voluntary secondary schools from the principals’ perspective

ABSTRACT In 2018, the Irish Department of Education and Skills (DES) officially recommended a distributed leadership model as a new approach to leadership and management in post-primary schools. Policy implementation guidance was circulated to school management via DES circular CL003/2018. This study investigates the perspective of voluntary secondary school principals implementing CL003/2018 within the voluntary secondary school sector, where the role of the school principal is pivotal in its implementation. A pragmatic approach to the research methodology led to the adoption of a case study methodology within a mixed-method sequential quantitative > qualitative research design. The quantitative research instrument was an online survey distributed to a census population of voluntary secondary school principals in Ireland. Using Zoom, semi-structured interviews with ten voluntary secondary school principals informed the qualitative research. The findings are examined and interpreted within the literature on distributed leadership, with the concepts of power, accountability, and sustainability emerging from the research. The research identifies recommendations on professional learning for principals to develop sustainable leadership capacity within the voluntary secondary school sector, and the essential time to hold strategic leadership team meetings.

Characteristics of Transformational and Distributed Leadership in Generating School Performance

To answer increasingly complex leadership challenges, a leadership style that can accommodate changing times is needed. Exploring the characteristics of transformational and distributed leadership as an effort to raise school performance is the research goal to be achieved.. This type of research is library research. The research data sources used are books and journals that are relevant to the title and study. Data analysis techniques used include steps such as preparing text data for review, reading all data, coding data, describing data, presenting data, and interpreting data. This research gives the result that an important characteristic of transformational leadership is visionary, where the leader will lead his team to move forward in creating change. While the main characteristics of the distributed leadership model are distributing or sharing some of the tasks and the process of influencing others, as well as the practice of a leader's activities focusing on an interaction between members. Transformational leadership emphasizes emotional awareness and individual empowerment, while distributed leadership enables flexibility in terms of location and time, as well as digital collaboration. Both require more collaborative leadership skills and utilize technology to facilitate team communication and cooperation. They are evolving to meet the complexity and challenges of the digitally connected work environment. Keywords: characteristics, transformational leadership, distributed leadership, school performance

Beyond gender inclusive housing: building a trans and nonbinary residential experience

Supporting trans and nonbinary students in residence halls is critically important given the harassment, discrimination, and violence trans and nonbinary students face. Further, health outcomes are consistently worse for trans and nonbinary students compared to their cisgender peers. While gender inclusive environments are a first step they do not go far enough. What would it mean for the broader campus community to build a trans and nonbinary student experience in the residence halls, rooted in their needs and center their identity? This article outlines a promising solution by moving beyond gender inclusive housing and expanding the commitment to trans and nonbinary students. Our team utilized a distributed leadership model to thoroughly address all aspects of community living for trans and nonbinary students. This includes staffing, access, locations, demand, and an embedded health model.

Curiosity, collaboration and co-creation: using Grand Challenges to develop employability and tackle 21st Century problems

ABSTRACT Taking action is crucial at all stages of career development learning to develop skills and employability with no particular career goal, or for specific career ambitions. This article explores the concept of grand challenges in the context of education for employability through the case study of an extra-curricular programme at a UK university. We describe the programme, examine the collaborative way the team works utilising a distributed leadership model and consider the impact the programme has had on students, staff and the institution. We conclude that this approach successfully introduces students to the concepts of sustainability, social justice and Equality, Diversity and Inclusion and changes the way that many educators globally approach their teaching.

Navigating Educational Leadership Challenges: Transformations and Policy Implications for Filipino Principals

This study explored the multifaceted challenges confronting Filipino school principals in primary education. It synthesized and analyzed eight significant leadership challenges: corruption, political involvement, socio-economic disparities, systemic Department of Education issues, curriculum challenges, principal-centeredness, religious diversity, and the impact of regional military conflicts. To address these challenges effectively, the research proposes several strategies. Firstly, it recommends adopting a distributed leadership model, promoting collaboration among all education stakeholders. Shifting away from a principal-centered approach can alleviate managerial burdens and enhance teaching and learning quality. The study also emphasizes the need for a cultural shift in educational leadership. Principals should actively engage in re-culturing efforts to instill new values, beliefs, and norms within their school communities, fostering a more conducive learning environment and encouraging innovative teaching practices. At the national level, policy reforms are essential to support principals. These reforms should include clear directives on religious instruction, combating corruption within the Department of Education, and revamping teacher support training programs for personal and professional development rather than mandatory attendance. In conclusion, this research underscores the intricate challenges faced by Filipino principals and proposes a roadmap for practical solutions. They embrace distributed leadership, initiate cultural change through reculturing, and implement national policy reforms to empower Filipino principals to lead their schools toward improved educational outcomes.

Teachers’ perceived opportunity to contribute to school culture transformation

Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner, (2) Responsibility Bearer, (3) Participating Observer, (4) Traditionalist, and (5) Stressed Withdrawer. Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones.

Comparative study on school health promotion in Switzerland and Malaysia: qualitative evidence

Abstract Background The Ottawa Charter emphasized schools as a central location for health promotion. In particular, a holistic approach involving all members of a school and the school community is considered desirable for school health promotion (SHP). School principals are seen key players in SHP implementation, but little is known about how contextual factors such as the governance of health and education affect their roles. The project aims to study the governance mechanisms and contextual factors affecting SHP implementation in schools in two national contexts: in Malaysia and Switzerland. Methods 18 principals were interviewed in expert interviews. The interviews were transcribed verbatim and analyzed with MAXQDA using qualitative content analysis with deductive and inductive categories. Results Results indicate that there are significant differences in how Malaysia and Switzerland govern SHP. In Malaysia, there are clear structures and responsibilities for SHP. The health and education sectors work closely together, with top-down decision-making on a national level. In contrast, Switzerland has no governmental policy regarding SHP for schools with SHP organized mainly by NGOs. It appears that in Switzerland, decisions regarding SHP are made more bottom-up and at the local level, typically by municipalities. Malaysia has a very distributed leadership model, with a school leader specifically responsible for student affairs and SHP at each school. Enablers of SHP include clear structures and well-defined responsibilities, while a lack of time and staff are among the primary barriers to successful implementation. Conclusions The governance and policies of SHP are very different in Malaysia and Switzerland. Clear structures and high centralization in Malaysia are contrasted by very high autonomy and a federal structure in Switzerland. Advantages and disadvantages of these differences in educational governance will be discussed within the presentation.

Deputy heads—leadership and power in change?

ABSTRACT Much current research emphasizes the importance of leadership as an interactive activity in leading school change and improvement. In the Norwegian context, there is growing interest in redesigning the historical hierarchical leadership structure, with a single school leader at the top to a more distributed leadership model that includes several middle leader levels, including deputy heads. While research has been conducted on middle leaders and distributed leadership as an interactive activity, few empirical studies to date have investigated how changing leadership structures affect the relation between leadership and power and how this situation can influence deputy heads’ room for maneuvering. In this article we use data from a Norwegian case to investigate deputy heads’ increased responsibility toward leading school change and improvement and how these changes influence questions of power. The analysis indicates that different forms of power influence deputy heads’ room for maneuvering.

Exploring the implementation and evaluation of a distributed leadership model within a Scottish, integrated health and care context

BackgroundHealth and care systems are facing unprecedented challenges, exacerbated by wicked issues that have no single solution and are complex to solve. It has recently been suggested that how such...

The role of leadership in educational innovation: a comparison of two mathematics departments’ initiation, implementation, and sustainment of active learning

Several studies have shown that the use of active learning strategies can help improve student success and persistence in STEM-related fields. Despite this, widespread adoption of active learning strategies is not yet a reality as institutional change can be difficult to enact. Accordingly, it is important to understand how departments in institutions of higher education can initiate and sustain meaningful change. We use interview data collected from two institutions to examine how leaders at two universities contributed to the initiation, implementation, and sustainability of active learning in undergraduate calculus and precalculus courses. At each institution, we spoke to 27 stakeholders involved in changes (including administrators, department chairs, course coordinators, instructors, and students). Our results show that the success of these changes rested on the ability of leaders to stimulate significant cultural shifts within the mathematics department. We use communities of transformation theory and the four-frame model of organization change in STEM departments in order to better understand how leaders enabled such cultural shifts. Our study highlights actions leaders may take to support efforts at improving education by normalizing the use of active learning strategies and provides potential reasons for the efficacy of such actions. These results underscore the importance of establishing flexible, distributed leadership models that attend to the cultural and operational norms of a department. Such results may inform leaders at other institutions looking to improve education in their STEM departments.

Enacting distributed leadership in the Republic of Ireland: Assessing primary school principals’ developmental needs using constructive developmental theory

In the Republic of Ireland, school leadership policy adopts a distributed leadership model nationally. Given that this is a relatively recent policy development, research conducted on distributed leadership to date has highlighted that there are particular challenges for school leaders in enacting this model in practice and, more significantly, that principals have signalled their need for further leadership development in its enactment. In this study, we contribute to the growing national research on this leadership model. We chart the development of this policy and, drawing on primary school principals’ perspectives, also explore opportunities and challenges in this context at school and system levels, illustrated richly through two participant vignettes and more generally in the discussion. We argue that constructive-developmental theory, a theory that acknowledges developmental diversity and richly theorises professional growth and development, offers school and system leaders a nuanced, differentiated, and transformative approach through which leadership development activities are led at school and system levels can support principals to enact distributed leadership in practice. We conclude by describing developmental supports for leaders and considerations for system leaders and policymakers, which are also likely to be of interest beyond the Irish context given the rise of distributed leadership internationally.

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.

Leveraging Innovative Leadership Models within Community and Healthcare Organizations to Support Safe School Reopening during the COVID-19 Pandemic.

Little has been published on successful leadership models within integrated care systems. Within East Toronto Health Partners, there have been considerable efforts at the executive leadership level to empower local leadership, particularly physician leaders, to develop and execute effective solutions across the community. What does distributed leadership look like, and what does it take to implement it? A number of activities demonstrating the impact of a distributed leadership model in East Toronto are outlined in this paper, offering an effective defence against the enormous challenge posed by the COVID-19 pandemic.

THE IMPACT OF CLINICAL LEADERSHIP ON QUALITY AND ACCREDITATION STUDIES IN HEALTH SERVICES

Aim:The provision of a safe, high-quality, and standardised service in healthcare facilities requires the involvement and collaboration of various stakeholders. Trust and collaboration between stakeholders are a critical element for designing and implementing the measures needed in order to effectively monitor patient care outcomes (61). Successful implementation and evaluation of these measures requires clinical leadership practices based on collaboration and mutual respect among healthcare providers. In this study, it is aimed to discuss the effect of clinical leadership model on improving the quality of health services.
 Methods:Based on the idea of minimising patient safety concerns in general, clinical leadership is defined as a shared and distributed leadership model in the delivery of health services. This type of leadership promotes a leadership understanding not based on formal authority, but which all health professionals can develop associatively rather than formally. It is also a practice developed to create reliable health facilities that take non-technical skills and the human factor into consideration and to provide health services in accordance with quality and accreditation standards.
 Results: Especially in today’s world where patient safety and quality of care are a source of concern, clinical leaders are at the forefront of ensuring the sustainability of quality and accreditation standards by guiding staff to continuously adopt and implement the quality improvement approaches.

Leadership model and planning strategies in private Catholic colleges during the COVID-19 pandemic

This paper aims to examine the leadership model and planning strategy of private Catholic colleges during the COVID-19 pandemic in Samarinda City, East Kalimantan, Indonesia. This study adopted a qualitative approach using interviews, observations, and documentation to collect data from 10 lecturers and seven staff as. The collected data were then analyzed descriptively. The results of this study indicate that the leadership model that often appears as a hallmark of private Catholic college leadership during the COVID-19 pandemic is a situational and distributed leadership model, with an emphasis on principles of leadership servant in dealing with changing organizational needs. The planning strategy carried out shows a visionary leadership model, college leaders can rearrange strategies that are adapted to the situation in developing educational programs and improving the quality of the college.

Effecting a national implementation project through distributed leadership in the West Midlands: rising to the spread challenge

We describe the utility and impact of a distributed leadership model to implement a National Health Service (NHS) England Academic Health Sciences national quality improvement programme, in the West Midlands....