Distributed Leadership Practices Research Articles

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.

How does leadership affect teacher collaboration? Evidence from teachers in US schools

ABSTRACT The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support the development of these collaborations. This study examines the relative impact of distributed leadership practices, teacher professional learning, and innovative climate on teacher collaboration. Data are from the Organisation for Economic Cooperation and Development (OECD) 2018 Teaching and Learning International Survey (TALIS). The sample consists of 2,324 teachers from 159 US lower secondary schools. Results indicate that distributed leadership has a direct and indirect impact on teacher collaboration in that professional learning and innovative climate serve as mediators for the leadership–collaboration relationship. The findings imply a potential benefit to be gained from distributing leadership among various stakeholders throughout the school, as well as expanding access to improve collaborative pedagogical practice among teachers.

The Relationship Between Principals’ Leadership Practices and Students’ Learning Outcomes From a Distributed Perspective

There is little empirical evidence that convinces the effectiveness of distributed leadership in contemporary educational research. Thus, many distinguished scholars suggest its’ statistical examination. Considering this need, the primary purpose of this study was to investigate the effects of principals’ distributed leadership practices on students’ learning outcomes at Technical and Vocational Education Training schools in Eritrea. The study was conducted based on quantitative design and applied structural equation modelling. A sample of six hundred and three students was employed. The researcher developed the structural equation model to test a model that hypothesized the relationship between the major variables using path analysis. The study results demonstrate that the principals’ distributed leadership practice has a direct and significant (.883, p<.001) effect on students’ learning outcomes keeping other things constant. The strongest predictor of students’ learning outcomes was capacity building, given it has the largest path coefficient (β=.346). Moreover, findings show gender disparity among the respondents and in terms of turnout rate; nevertheless, it was not statistically significant (p<.001). One of the study’s contributions is that it developed and assessed the validity of the principals’ distributed leadership practice scale for Eritrea’s TVET schools through CFA model. The study offered basic evidence that distributed type of leadership is a significant predictor of learning outcomes by exploring six factors of leadership practices, which shows a promising area for practice and future studies.

Effects of distributed leadership practices on educational environment and achievement in Nepali schools

ABSTRACT This study aims to assess the status of distributed leadership (DL) in Nepali schools and examines its effect on school performance (educational environment and achievement). Survey research was conducted among 750 teachers from 51 schools across the country. A five-point Likert scale survey questionnaire was developed to assess four components of DL (supportive, supervisory, coherent team leadership, and parents and community partnership roles). The findings indicate that the level of perception toward DL was significantly high; where female teachers, teachers of private schools, and schools of urban areas (contexts of school leadership) rated their school leaders at a higher level of DL. Further, the types of school (private schools with reference to public schools) was a significant factor in explaining the educational environment and achievement. Regarding the four elements of distributed leadership, the school leaders with a good educational environment were more likely to exhibit DL with the supportive, coherent team leadership and parents-community partnership roles, whereas two elements, namely, supportive and coherent team leadership, were significant for educational achievement as compared to the schools with normal or improvement needed schools. The supervisory role of school leaders was insignificant and is to be considered for further improvement of the schools.

Exploring School Improvement Opportunities through Distributed Leadership Practices for Science and Mathematics in South African Schools

School leadership practices are significant in addressing learner-attainment gaps in school subjects such as science and mathematics. This paper uses an exploratory qualitative case-study approach with four purposely selected high schools to explore how distributed leadership (DL) improves opportunities for teaching and learning in science and mathematics. The four schools constituted two suburban and two township schools prioritizing science and mathematics on school improvement agendas. Principals, deputy principals, heads of department, and teachers of science and mathematics participated in semi-structured interviews. Thematic content analysis in which the emerging themes were compared to the DL tenets was used to make sense of the gathered data. The findings indicate that DL practices influence the teaching and learning of science and mathematics, irrespective of a school’s socioeconomic status. The participating schools developed useful mechanisms for school improvement through science and mathematics that were compatible with the DL setups existing in their schools. The study recommends that DL should be promoted in schools by being one of the topics for professional development made available to science and mathematics teachers.

Distributed leadership in health quality improvement collaboratives.

Distributed leadership has been suggested for describing patterns of influence in collaborative settings where public services are performed across professions and organizations. This study explores how leadership in health quality improvement collaboratives (QICs) is characterized by aligned distributed leadership practices, and how these practices relate with experienced progress and achievements in the quality improvement (QI) work. The analysis relied on a qualitative, multicase study of two nationwide Danish QICs. Data consisted of 12 single-person and 21 group interviews with local QI teams and local and regional QIC coordinators (85 informants in total), participant observations of 34 meetings within the QICs, and a collection of documentary material. The collected data were analyzed thematically with NVivo. Leadership practices in local QI teams are characterized by aligned distributed leadership, with leadership activities being widely distributed based on negotiated, emergent practices regarding the aims, roles, and scope of the QI work. However, local quality coordinators play a pivotal role in driving the QI activities, and hierarchical support from hospital/municipal management is a precondition for the contribution of aligned distributed leadership to experienced progress and QIs. Emergent distributed leadership should be balanced by thorough consolidation of the practices to provide the best circumstances for robust QI. The active participation of formal managers and local coordinators plays a pivotal role in this consolidation and is decisive for the increased potential for long-term success and sustainability of the QI work, particularly within complex QICs.

Distributed leadership practice among heads of library and job performance of librarians in higher educational institutions in Nigeria

This study investigates DL practice among heads of library and job performance of librarians in HEIs in Nigeria. A descriptive design of survey type was applied for the study. The 164 librarians (19 heads of library and 145 librarians) in 19 public higher educational institutions (HEIs) in Ekiti, Ondo and Osun States formed the population of the study. The study adopted total enumeration sampling technique. A self-structured close-ended questionnaire and interview were used for data collection. It was found that the levels of DL among the heads of library and job performance among librarians in HEIs in Nigeria are high. The study also found that there is significant relationship between: delegation of duties and job performance, delegated decision making and staff job performance, delegated instructional supervision and job performance, and delegated administrative supervision and job performance among the librarians. There is no significant difference between the levels of DL among the male and female heads of the library. It was recommended that subordinate librarians should be trained to develop their leadership capacity to perform optimally when leadership role is distributed to them within the library.

Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability

PurposeThe purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.Design/methodology/approachThe study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.FindingsThe results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.Originality/valueThe study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.

Outlining the distributed leadership practice structure of Chinese schools in Wenzhou: a social network analysis

ABSTRACT This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communication and advice-seeking patterns that significantly impact the overall distributed leadership structure and practices within the schools. The study employed a multistage random sampling method to select eight Chinese schools from Wenzhou, Zhejiang province. A total of 276 teachers completed a Social Network Survey (SNS) questionnaire, and UCINET Software was utilised to analyse the network data. The study found that each school exhibited a unique centrality, density, and reciprocity, leading to different key actors. Network properties demonstrated some associations with leadership distributions, with centrality being particularly prominent. Limited communication between principals and teachers was observed, which could potentially impact the distribution of leadership. This study provides valuable insights into the social dynamics of key players and groups within the network of the selected schools in China. The research introduces social network analysis as an alternative method for identifying the leadership practice structure in the school domain. By measuring the overall cohesion and fragmentation of the network, the study reveals the flow of information and influence between individuals.

Transnational Education Programme Leadership in Four Business Schools in Malaysia

A general understanding among colleagues working at private higher education institutions in Malaysia is that homegrown programmes are led differently from Transnational Education (TNE) programmes. It is generally accepted that TNE programmes have a more vibrant culture of distributed leadership, as the leadership style mirrors the practice in the home universities. The mixed method study investigated the phenomenon by comparing the prevalence of distributed leadership in four private universities offering homegrown and TNE business programmes using the Edvantia Shared Leadership Continuum. The finding showed that distributed leadership practice was considerably lower in the TNE than in the homegrown programmes in all four universities. Leaders in all four universities were less inclined to practice distributed leadership as there were greater reputational and financial risks in TNE programmes. As a result, a higher level of oversight is required to maintain good relationships, successful partnerships, and profitability.

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.

Practices and Issues in Distributed Leadership at University Level: Evidence from the Perspectives of Faculty

The idea of distributed leadership is relatively evolving but revealed the lacked understanding of the definition or concept made it more disputed. There is extensive work done on this concept, but not in the context of higher education, especially in Pakistan. This research intended to explore the extent of practices with existing complications in implementing distributive leadership in universities. It also aimed to explore the practices and issues in Distributed leadership at the higher education institutions in Lahore, Pakistan. The study used a quantitative descriptive survey design, with a questionnaire on the dimensions linked to leaders’ distributed leadership practices. A sample of 125 participants was selected using a simple random technique from the four selected public and private universities in Lahore, Pakistan. The results proposed that the practicing distributive leadership in the university faced multifaceted hindrances, proceeding in the directions towards organizational structure; vision; values and beliefs; collaboration and cooperation; roles and responsibility; making decisions and initiatives.

Exploring Distributed Leadership Practice in Nigerian Secondary Schools

A growing body of research on distributed leadership shows that it effectively improves school effectiveness in developed economies. However, due to centralized education systems, the full benefits of distributed school leadership have not been fully appropriated in developing economies. This study investigates the realities of distributed leadership practices as applicable in selected Nigerian secondary schools. Lensed with Distributed Leadership Theory, the study is located in the qualitative strand of the interpretivist paradigm. In a case study research design, a combination of purposeful and snowballing sampling techniques was adopted in selecting twelve participants comprising three school administrators and nine classroom teachers who participated in semi-structured interviews. The results show that distributed leadership is perceived and practised as delegation and distribution of roles by the superordinate to the subordinate in a manner inconsistent with the principles of distributed leadership theory. It was also revealed that teachers with no formal portfolio were assigned leadership responsibilities. Lastly, the findings showed that participants acknowledged the existence of the School Management Team in their school. Still, most are unaware of their roles in school leadership and how they impacted their jobs. Recommendations were made based on the findings.
 
 Received: 21 September 2022 / Accepted: 17 February 2022 / Published: 5 March 2023

Exploring the effects of principals’ distributed leadership practices on learners’ learning achievement as mediated by teachers’ commitment

The aim of the study reported on here was to explore the effects of principals’ distributed leadership (DL) practices on learners’ learning achievement as mediated by teachers’ commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers’ commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers’ commitment and an indirect effect on learners’ learning achievement. The results also show that teachers’ commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership.

Investigating Distributed Leadership Practices in Pakistani Universities

The research study aimed to probe distributed leadership practices, the most and the least prevailed practices in public universities of Lahore. The study also aimed to find gender-based differences in prevalence of distributed. The study was conducted in a quantitative paradigm and a survey technique was used to collect data. The population was consisted of all general public universities located in Lahore (6). Three universities were selected through random strata sampling. Among them one was women and two were mixed general universities. Randomly 300 faculty members were selected to get the questionnaire filled. Distributed leadership questionnaire (Özkan and Çakır,2017) was adopted. SPSS version 20 was used to analyse the data through descriptive and Inferential statistics. It was found that distributed leadership was prevailed in public universities. In women university it was more prevailed than mixed universities. Further there was difference in prevalence of different dimensions of distributed leadership. In women university, practices related to sharing responsibilities and unity of purpose were comparatively more prevailed as compared to mixed universities where rest of three dimensions of distributed leadership were more prevailed. It was suggested that factors behind these differences should be explored through conducting researches in broader context including private sector universities also.

Examining the Relationship of Distributed Leadership and Job Satisfaction: On the Mediating Roles of Teacher Self-efficacy and Co-operation

Building on the relevant national and international literature, we aimed at determinining the mediating roles of teacher self-efficacy and co-operation on the relationship between teacher-perceived distributed leadership behaviours and practices of school principals and teacher job satisfaction. A mediated path analysis was conducted on the TALIS (The Teaching and Learning International Survey) 2018 dataset, including nation-wide teacher perspectives. Results revealed that (1) distributed leadership is a strong predictor of teacher job satisfaction, (2) teacher self-efficacy and co-operation positively mediated the relationship between distributed leadership and job satisfaction, and (3) the conceptual model accounted for 45% of the total variance within teacher job satisfaction. This study concluded that teachers experience enhanced job satisfaction when availed with a platform to contribute and be responsible in school decision-making processes.

Female Leaders and Distributed Leadership: What Can Women Bring to the Table?

In this review of literature, we explore women in educational leadership and distributed leadership. Drawing our analysis from the lens of activity theory, we investigate how a distributed leadership practice may serve women in leadership. Findings from the review document a rise of women in leadership despite persisting barriers, highlighting female leaders as holding specific traits that inspire safe and collaborative environments drawing a strong connection with distributed leadership practice. Through the findings and in attempting to answer our questions with regards to women in leadership and distributed leadership, we propose further research on the characteristics and behaviours of leaders in certain cultures, and an in-depth exploration of distributed leadership as a practice situated through certain cultural contexts.

Collaborative spirit: Understanding distributed leadership practices in and around teacher teams

While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a ‘collaborative spirit’ to improve education.

Dialectics of distributed leadership in an interorganizational entrepreneurship hub

In this study, we widen the understanding of how the dialectics of distributed leadership develop as part of discursive interactions in an interorganizational setting directed at renewal. Using a dialectical perspective, we analyzed developmental meetings of an entrepreneurship hub and identified three dialectics, namely disagreement versus encouragement, organizational dependency versus interorganizational engagement and status quo versus transformation, by which the discussion reached the resolution. Our study widens the current understanding of distributed leadership and offers a nuanced account of how dissent and consent act as equally important forces for the development of the distributed leadership practice, as well as for reaching the collective resolution directed at organizational renewal. Our study also highlights the significance of co-created visual representations for converting complex discursive dialectics into a more tangible form. More generally, our study opens an approach in leadership to study tension-laden organizational dynamics in discursive and processual terms, especially in complex interorganizational contexts.

EXPLORING THE INFLUENCE OF SCHOOL CULTURE IN DISTRIBUTED LEADERSHIP PRACTICES AMONG SCHOOL LEADERS IN SECONDARY SCHOOLS LOCATED IN THE STATE OF JOHORE, MALAYSIA

Distributed leadership is a popular theory of leadership, especially among school leaders. This study aimed to explore school culture in distributed leadership practices among school leaders in secondary schools located in the state of Johore, Malaysia. This study uses a qualitative approach. Eight school leaders were selected among secondary school leaders in the state of Johor using the purposive participant selection method. Data were collected through semi-structured interviews and document analysis and then analysed using NVivo software version 12. Interviews and document analysis found that secondary school leaders in the state of Johore practice school culture, a dimension of distributed leadership practices in school.