Distributed Leadership Perspective Research Articles

Leading Elementary School Science: Taking a Multilevel Distributed Perspective to Explore Leadership Practice

Purpose: Most empirical work using a distributed perspective to frame research on leadership practice uses the school as the unit of analysis, focusing on how leadership is stretched over people and aspects of the situation within schools. This study investigates leadership practice for elementary science, using a multilevel distributed framework, to understand the interrelationships among educational leaders operating at various levels—from classrooms, to schools, to educational systems, and, beyond, to the educational sector. Research Methods/Approach: Using an embedded, comparative case study design, we analyzed leadership practice for elementary science reform in 13 school districts in the U.S. as leaders worked to bridge from the Next Generation Science Standards learning ideals to classroom instruction. Data collection included interviews, observations, and documents. Findings: Leading elementary science reform involved three core components of leadership practice: (1) garnering attention for science in a situation that prioritized the instruction of English Language Arts and mathematics; (2) cultivating and channeling essential relationships not only within the system but also in the broader education sector to access the resources needed to (re)build an educational infrastructure for elementary science instruction; and (3) supporting the use of educational infrastructure in everyday practice in schools. Implications: This study makes the case for using a multilevel distributed leadership perspective to frame studies of leadership practice to understand how efforts at different levels interact in shaping the practice of leadership.

An Examination of the Instructional Liaison between the Principal and Instructional Coach through the Distributed Leadership Perspective

This multiple case study investigation explored the instructional relationship between the principal and instructional coach through the conceptual framework of distributed leadership. By studying this through the distributive leadership perspective, educators will better understand the relational and implementation aspects considered to fully leverage the role of the instructional coach and continue towards the improvement of classroom instruction. The findings of this study illustrated the possibility of insight into the leadership capacity of the secondary instructional coach and the principal that added to both practice and scholarship.

Urban Literacy Leadership: Examining One Principal’s Vision and Practice

School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction.

Distributed leadership and performance‐related employee outcomes in public sector organizations

AbstractDistributed leadership is the sharing of leadership tasks between managers and employees. This article demonstrates how a distributed leadership perspective adds to the public administration literature by including an important sensitivity to planned and nonplanned leadership. We propose a theoretical model that explains the impact of distributed leadership on employee outcomes which have a direct or indirect impact on organizational performance in public organizations contingent on alignment with individual leadership capacity and organizational goals. Our empirical analysis in the Danish hospital sector shows initial support for the expected relationships between distributed leadership and performance‐related employee outcomes such as job satisfaction and innovative behavior. This indicates that the distributed leadership perspective holds the potential to strengthen service delivery in complex public service organizations while there is weaker support for the notion that the positive impact of distributed leadership depends on individual leadership capacity and their support for organizational goals.

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.

A Distributed Leadership Perspective on Implementing Instructional Reform: A Case Study of an Urban Middle School

This qualitative case study examined the distribution of leadership and the implementation of an instructional reform in a low-performing urban middle school. Leadership for the instructional reform was widely distributed and stretched across formal and informal teacher leaders. School personnel were highly invested in the instructional model and implementation was high. The broad distribution of leadership across formal and informal leaders contributed to the school beginning to turnaround from lackluster academic performance and mediocre instruction to a culture where implementation of the instructional reform was expected, and where teacher collaboration and accountability were becoming the norm.

THE EFFECTS OF DISTRIBUTED LEADERSHIP ON TEACHERS’ COLLECTIVE EFFICACY AND PROFESSIONAL LEARNING COMMUNITY

Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.

The Relationship of Distributed Leadership and Professional Learning Community

Distributed leadership offers a new thinking in transforming school’s leadership. Professional learning community has been identified to have a strong influence on the teaching quality of teachers. This article examines the relationship of distributed leadership of secondary school administrators with professional learning community. The literatures suggest that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence shows the relationship of distributed leadership and professional learning community is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Data analysis was done based on Structural Equation Modeling using AMOS software. The study found that distributed leadership (DL) has a positive and strong correlation relationship with professional learning community (PLC), r = 0.844, p 0.001. Regression weight analysis for DL -> PLC shows that regression coefficient value, β = 1.182. This explains that when distributed leadership variable (DL) goes up by 1 unit, the professional learning community variable (PLC) will also go up by 1182 units. The distributed leadership (DL) exogenous variable in the regression model can significantly predict the change in the professional learning community (PLC) endogenous variable. The results show the value of variance in professional learning community (PLC) endogenous variable predicted by distributed leadership (DL) exogenous variable for DL -> PLC pathway. Estimated value = 0.835 (C.R. = 6.174,p In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of professional learning community. Therefore, the findings of the study indicate that distributed leadership practiced by school administrators is a critical factor in establishing professional learning community at school level.

A distributed leadership perspective on the Finnish curriculum reform 2014

ABSTRACTBridging curriculum research with educational leadership, we examined the 2014 Finnish curriculum reform compilation and enactment process through the lens of distributed leadership.As a tool for the examination, we used the resource–agency duality model of distributed leadership. It explicates how organizational members create resources and enact agency to achieve organizational and individual goals. This mixed-methods study had three phases. First, we conducted document analysis to position the 2014 curriculum in a series of curriculum reforms. Second, we analyzed how distributed leadership was interpreted and incorporated in the goals and instructions of the 2014 national core curriculum document. Finally, we surveyed 21 key actors for their insights of distributed leadership in the curriculum compilation and enactment process.The findings revealed a trend of deepening and expanding distributed leadership in curriculum work over the past decades. This trend mirrored the general societal development in Finland. The 2014 curriculum explicated goals and instructions to use distributed leadership for inclusion, multidisciplinary learning, student-centred assessment and operational culture. The key actors regarded the leadership for the 2014 curriculum work as distributive which enabled resource creation and agentic participation on both national and local levels.

Distributed Leadership in Drainage Basin Management: A Critical Analysis of ‘River Chief Policy’ from a Distributed Leadership Perspective

Water resources management has been more significant than ever since the official file stipulated ‘three red lines’ to scrupulously control water usage and water pollution, accelerating the promotion of ‘River Chief Policy’ throughout China. The policy launches creative approaches to include people from different administrative levels to participate and distributes power to increase drainage basin management efficiency. Its execution resembles features of distributed leadership theory, a vastly acknowledged western leadership theory with innovative perspective and visions to suit the modern world. This paper intends to analyse the policy from a distributed leadership perspective using Taylor’s critical policy analysis framework.

The Role of Heads of Department in the Professional Development of Educators: A Distributed Leadership Perspective

ABSTRACTThe qualitative study reported on was, undertaken from a distributed leadership perspective, and was an attempt to provide understanding of how heads of department (HoDs) develop educators within the organisational context of different schools and subject departments. The findings are related to the current policy framework for professional development in South African schools. Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with HoDs from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, analysed and related to the research question. The findings confirmed that HoDs are a key link between principals and the educators in their classrooms. This supports the view that HoDs have formal responsibilities and accountabilities and they wield a horizontal and a vertical influence. Recommendations are made to improve professional development practice by HoDs in particular and in the education system in general.

Distributed leadership and middle leadership practice in schools: a disconnect?

This article reports on a small-scale collaborative research study on middle leadership (ML) in Iceland and Ireland. It explores the ML role using the theoretical lens of distributed leadership (DL). The majority of DL studies to date examine leadership as an organisational resource that can be cultivated and utilised to serve school improvement. This research, however, situates the teacher at the core of DL and commences a discourse on how MLs experience their leadership practice from a DL perspective. The empirical investigation is based on semi-structured focus group interviews across the range of schools in both education contexts. The findings indicate a disconnect between DL theory as outlined in the literature and ML practice as currently experienced in Ireland and Iceland. While a form of DL exists in both contexts, this is strictly at the gift of the Principal rather than a reciprocal relationship with teachers in relation to leading school activities. The findings also signal a need for a proactive approach in School Leadership Preparation Programmes and in Initial Teacher Education to facilitate school leaders and teachers in understanding and adopting a distributed mindset.

Practitioner-Initiated Workplace-Based Conjoint Collaboration within an Adult Education Institution toward Democratic Schooling: A Distributed Leadership Perspective

This paper examines an account of a practitioner-initiated transformation of workplace-based social relationship within a grassroots adult education institution. This tripartite relationship among adult students, staff and teachers, abbreviated as AST, is a major driving force for activities and missionary functioning of the XinZhuang Community University (XZ-CU) and thus constitutes an indication of conjoint collaboration. Grafted from historical context and the development stage of AST, the initiative and the intervention focused on redefining AST relationship from a distributed leadership perspective and represents a democratic core and alternative to school leadership that would render new opportunity to create ‘democratic structures and processes' that a Democratic School advocated. This work has led to the conception and practice of joint educational experiment with elementary schools. The objectives of this research (as a professional engagement) are two-fold: first, to outline the major observables of this engagement, including reviews of facilitating the evolution of AST relationship in past three years. Second, with the Cultural Historical Activity Theory (CHAT) and its variant as the theoretical lens for framing and understanding the phenomena, we then identify the critical contradictions and concerted efforts of transformation, along with outcomes that emerged and artefacts employed, as well as further impacts of school reform on structures and processes.

Distributed leadership in the operating room: a naturalistic observation study

Previous research shows that distributed leadership can improve performance and safety. Studies of leadership in the operating room have not considered distributed leadership, and the focus has primarily been on the leadership of the surgeon. The aim of this study was to explore leadership behaviors in the operating room and to test an approach to study leadership in complex socio-technical healthcare systems based on a distributed process perspective on leadership. Using an explorative naturalistic approach, ten surgical procedures were video recorded and observed. Based on predefined criteria, 248 leadership behaviors were identified and described. For each behavior, the person who was considered to be the leader was assigned according to profession. An inductive iterative process was used to develop nine leadership behavior categories grounded in the data. Our results show that while the surgeons conducted the most leadership, nurse anesthetists and scrub nurses also conducted leadership. The distribution of leadership differed from previous studies of surgeons' leadership alone. Some behavior categories were more associated with specific professions, others more distributed over the whole team. Leadership behaviors associated with patient safety appeared to be more distributed. A distributed leadership perspective, as applied here, could give a more holistic view of work processes. To better use the potential of distributed leadership in relation to performance and safety, the distributed nature of leadership should be considered. With this in mind, it becomes obvious that a distributed leadership perspective can complement a traditional leader-centered perspective when studying complex socio-technical healthcare systems.

Reconstructing a Theory of Educational Governance Based on a Distributed Leadership Perspective

Reconstructing a Theory of Educational Governance Based on a Distributed Leadership Perspective

ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts

Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this interest, not much is known about how schools can develop their local ICT policy capacity and how to establish an ICT policy plan. In order to fill the gap in research on ICT policy planning, a multiple case study analysis with a mixed-method design was carried out with three Flemish primary schools. Primary schools in Flanders are encouraged by the government to develop local ICT policy planning in a context of ICT curriculum reform. Data from multiple sources (e.g. interviews with school leaders and ICT coordinators, focus group interviews with teachers, school policy document analysis, and a teacher questionnaire) were gathered and analyzed. The results indicate that ICT policy planning in schools should be considered as a multifaceted phenomenon grounded in school culture. ICT policy consists of different policy domains: vision development, financial policy, infrastructural policy, continuing professional development policy, and curriculum policy. Each policy domain can be described in terms of policy artifacts (tools, routines, and structures), and differences exist between schools concerning the involvement of teachers in the policy planning process and in the distribution of management tasks. As such, the study illustrates a distributed leadership perspective on ICT school policy planning. The results are of particular importance for school leaders, ICT coordinators and professional development trainers, and illustrates that ICT school policy is as much about developing shared meanings among stakeholders for ICT, and coordinating their relations and interactions in keeping with the school's culture as it is about content related decisions.

School principals at their lonely work: Recording workday practices through ESM logs

This study used portable technology based on Experience Sampling Methodology (ESM log) to register workday practices of school principals and heads from Chilean schools who were implementing school improvement plans aimed at developing a culture of organizational learning. For a week, Smartphone devices which beeped seven times a day were given to School Principals and Heads of Technical-Pedagogical Units, who then answered closed questions about their current agenda. Six municipal schools in a district of the V Region of Chile participated in the study. The main results support the notion that, at the time of data collection, most school Principals and Heads of Technical-Pedagogical Units were working alone, and if they were interacting with other people, they were always in command. Following underlying assumed roles, most school principals reported performing administrative tasks, while Heads of Technical-Pedagogical Units mainly addressed instructional issues, fostering a rigid framework for the assignment of tasks. Follow-up semi-structured interviews confirmed that participants were not working as a team but rather alone on important issues and urgent matters. Participants regarded the use of the device as a very practical and useful tool to analyze their daily practices. Results are discussed focusing on the use of portable technology to address methodological issues faced when approaching research on educational leadership from a distributed leadership perspective.

Issues, Responsibilities and Identities: A Distributed Leadership Perspective on Biotechnology R&D Management

The aim of the research reported here is to contribute to the ongoing development of R&D project leadership studies by applying a distributed leadership perspective in the analysis of a product development project in a small biotechnology venture. A distributed leadership perspective implies that leadership is studied as a process of social interaction, involving several individuals who continuously construct leadership activities together. From a case study of a bio‐tech venture, we conclude that leadership work in R&D projects implies construction of issues, responsibilities and identities. That is, what people do – seen from this perspective – when performing leadership activities in this project is that they gradually move the project and the organization forward by processing issues, resolving ambiguities concerning responsibility, and develop their understandings on the identity bases involved.

The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment

Purpose: In this study the relationship between school leadership and teachers’ organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers’ organizational commitment and contextual variables of teachers’ perceptions of the quality and the source of the supportive and supervisory leadership function, participative decision making, and cooperation within the leadership team are examined. Research Design: A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the present study have an inherent hierarchical structure, that is, teachers are nested into schools, hierarchical linear modeling techniques are applied. Findings: The analyses reveal that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. Teachers’ organizational commitment is mainly related to quality of the supportive leadership, cooperation within the leadership team, and participative decision making. Who performed the supportive leadership function plays only a marginally significant positive role. The quality of the supervisory leadership function and the role of the leadership team members in this function were not significantly related to teachers’ organizational commitment. Conclusions: The implications of the findings are that to promote teachers’ organizational commitment teachers should feel supported by their leadership team and that this leadership team should be characterized by group cohesion, role clarity, and goal orientedness. Recommendations for further research are provided.

Stretching Leadership: A Distributed Perspective for School Counselor Leaders

Leadership is a central role of the school counselor. However, this role is often intimidating to school counselors and school counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which school leadership is stretched over multiple leaders. The application of the distributed leadership perspective to school counseling practice might serve to alleviate school counselor apprehension regarding leadership, while contributing to an understanding of this leadership occurs, as well as how it might be improved.