Distributed Leadership Theory Research Articles

Distributed Leadership: A Panacea or Epistemic Injustice

Distributed leadership has been a topic of discussion for more than two decades now. scholars define it as a new form of leadership that is inclusive and epistemically just, as it is based on social interactions of leaders and followers rather than on their roles (Spillane and Sherer, 2004). These social interactions, however, may be constrained due to the situations in which they take place. Distributed leadership if not exercised in controlled conditions with regulated and clearly specified guidelines, may lead to marginalization and epistemic injustice. In this paper, distributed leadership has been examined and investigated with a critical lens to highlight the ensuing epistemic injustice that prevents individuals, from certain disadvantaged backgrounds, to contribute to knowledge sharing and co-creation. They are marginalized and professionally bullied into accepting unsolicited roles and responsibilities without any acknowledgement of their true worth (Hargreaves, 2008). This paper uses a personal narrative to support the claims raised in contradiction of some existing distributed leadership theories. The author examines distributed leadership critically drawing comparisons from her narrative while emphasizing on the importance of further research to establish its significance and true worth. The author concludes with a note that distributed leadership is not a panacea for all leadership problems. It needs to be strengthened in a congenial environment and culture with collective responsibility from all.

Academics’ Perspectives on the Nature and Tradition of Appointments of University Leaders at a Cameroonian University

. The appointment of leaders at Cameroonian universities is a tradition that has dominated the operations and autonomy of the institutions since the establishment of state universities under the 1993 reforms. This gave authority to the government to decide the pedagogical and academic activities of these universities and to appoint and dismiss their leaders without accountability. Based on a larger study, this qualitative single-case study employed semi-structured interviews and reflective practices in the form of reflective journals. The perspectives of 11 purposively selected academics were explored regarding their perspective on the appointment process of leaders at a Cameroonian university and its implication on their professional identities. Distributed leadership theory and the force field model for teacher development were the theoretical frameworks used for data generation and analysis. Data were thematically analyzed, with analysis indicating that the two-step commission process at the university and Ministry of Higher Education, designed to appoint qualified individuals, is often bypassed. Some individuals secure leadership positions through political, economic, and tribal connections. Individuals appointed based on affinities often lack the necessary skills and competence, sometimes displaying limited knowledge of the system’s functioning. Conversely, qualified candidates without such affiliations are often overlooked, primarily due to their apolitical stance, resulting in their files frequently being left unassessed for appointments. It is recommended that policymakers, university leaders, and other stakeholders collaborate to establish transparent, merit-based appointment processes, while maintaining the autonomy of the institutions.

A Study on Distributed Leadership Theory and Research by Gronn, Spillane & Harris

A Study on Distributed Leadership Theory and Research by Gronn, Spillane & Harris

Effect of School Organizational Culture on Teacher Leadership

This study used distributed leadership theory to investigate the relationship between a school’s perceived organizational culture and teacher leadership in higher education institutions in eastern China. In total, 509 teachers at universities in eastern China participated in a questionnaire survey through the correlation analysis, regression analysis and other data analysis methods for the result analysis. The results indicated that clan and adhocracy cultures had a significant and positive impact on teacher leadership, while a hierarchical and market cultures had a significant and negative impact.The results revealed the influence of clan culture, adhocracy culture, hierarchical culture and market culture on teacher leadership, and provide suggestions for school administrators on how to improve university teacher leadership through school organizational culture. In addition, the contributions and limitations are discussed at the end of this study.

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

There is a growing body of knowledge on effective Teacher Professional Development (TPD), with a consensus that skews in favour of decentralised, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. On the contrary, developing countries such as Nigeria still practise a centralised education system where traditional top-down TPD remains the norm, with the attendant consequence of professionally deficient teachers in the classroom. This situation has left a deficiency in centralised district/cluster-based teacher development. This study explored teachers’ and school administrators’ perceptions on the existing effectiveness TPD, with a view to developing a school-based TPD framework that caters for teachers’ professional needs. The study was a qualitative multiple-case study informed by the interpretivist paradigm. The study used, as its lenses, two complementary theories: Distributed Leadership Theory (DLT) and Adult Learning Theory (ALT). Three schools were selected using the purposive sampling technique. Four participants were selected from each school using a combination of purposive and snowball techniques. Data were collected through semi-structured interviews and analysed using the Thematic Analysis (TA) procedure. The findings revealed that one-size-fit-all centralised schools cluster TPD no longer meet the professional needs of teachers. The result also showed that participants preferred school-based teachers’ professional development to centralised approach. Hence, the study proposed a data-informed and theory-driven model known as School-Based Teacher Professional Development Framework (SBTPDF) as a blue-print for the implementation of school-based TPD for school administrators.

Re -Assessing the School Factors Hindering the Application of Teacher Leadership in Improving School Performances

The purpose of this study was to re-evaluate the school-related factors that are impeding the application of teacher leadership in an attempt to improve academic rural performance of learners. The study included 8 purposely chosen schools that used a qualitative case study design. In the data collection process, interviews, observations, and various documents were used as instruments. Previous studies on factors, as well as the theoretical frameworks of Distributed leadership theory and symbolic interactionalism theory, were used to compare and contrast the study findings. The findings re- assured that teacher leadership practices even in rural schools compared to urban schools were hindered by the lack of cooperation and collaboration, lack of incentives and recognition and the lack of motivation and support. However, the study finds arising factors such as ; negative attitude, ignorance, lack of self-esteem and self-confidence, time limitation, traditional leadership structure and lack of leadership skills as new hindering factors as contribution to the discourse of teacher leadership.

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

Understanding Delegated Administrative Tasks: Beyond Academics’ Professional Identities

This paper examines the implication of administrative task delegation on academics’ professional identity construction at a Cameroonian university. Academics at Cameroonian universities are juggling multiple tasks, including teaching, research, outreach and administrative tasks. Using a qualitative case study design, 11 academics selected purposively from diverse disciplines were engaged in in-depth interviews to explore their experiences with administrative tasks and the implications on their professional identities. The force field model for teacher development and distributed leadership theory guided data production and analysis. The study found that administrative tasks are seen as an opportunity for professional growth and career advancement. However, they also prevent academics from engaging fully in their key professional roles because they spend more time on them. The study recommends that all stakeholders should encourage university leaders to move away from a “one-size-fits-all” philosophy that assumes a uniform understanding of the roles of all academics, where academics must integrate administrative tasks with their key roles. Administrative tasks should be delegated to those academics who consider it a path towards developing an additional identity in administration, not by coercing academics to prioritise administration over their key responsibilities.

Research on the Influence, Value, and Development Strategy of Chinese University Teachers’ Leadership—Based on the Perspective of Distributed Leadership Theory

More and more universities all over the world realize that improving the leadership of university teachers is very important for the development of students and schools. However, at present, most of the leadership models in China University are still based on the traditional leadership theory, and the cultivation of teachers’ leadership ability is neglected. In addition, China University seems to prefer centralized right-based management. So, what is the value and influence of teachers’ distributed leadership on China University? What can China University do in the future to better cultivate and develop teachers’ distributed leadership? This essay will make a detailed comment on the distributed leadership of teachers, the role and value of distributed leadership of teachers, and the obstacles to its implementation, so as to provide reference strategies for the future development of distributed leadership of teachers in China University.

Workplace creativity and job satisfaction of academic librarians: A perspective of distributed leadership theory

Distributed leadership (DL) is a less focused area in librarianship and further limited literature in the context of workplace creativity and job satisfaction. This study investigates the impact of DL dimensions (decision making, delegation of authority, and motivation) on workplace creativity and job satisfaction in the academic libraries of Pakistan. A quantitative research approach was used and data was collected through an adapted questionnaire. A purposive sampling method was used, and the data was collected from 241 library professionals. The findings revealed that library professionals favor the DL in libraries. The regression model revealed that two DL dimensions (decision making and motivation) have a significant positive impact on workplace creativity and job satisfaction, whereas the ‘delegation of authority’ did not impact workplace creativity. The library professionals considered ‘creativity’ as the core function of leadership. However, they offer suggestions and let the leadership decide to implement them. The library directors need to provide independence and authority to the middle-managers while delegating authority so that they make decisions, learn, and perform better when they ascend to leadership positions. Theoretical and practical implications were added with the context that DL provides an opportunity to utilize the potential of the team members to foster creativity and job satisfaction in the academic libraries. This study fills a gap in the research and looks at how DL affects creativity at work and job satisfaction in libraries.

Advancing Traditional Leadership Theories by Incorporating Multicultural and Workforce Diversity Leadership Traits, Behaviors, and Supporting Practices: Implications for Organizational Leaders

Well-known and respected traditional leadership theories such as Transformational Leadership Theory (Bass 1985, 1989, Authentic Leadership Theory (Luthans & Avolio 2003), and Distributed Leadership Theory (Lumby, 2013) offer insight into the ways that leadership can be applied and practiced in various organizational contexts. These traditional leadership theories are known for underscoring the kinds of traits and behaviors that prospective and current leaders should possess to enhance their leadership abilities and overall effectiveness. However, one area that is absent from traditional leadership theories is a focus on the kinds of multicultural and workforce diversity leadership knowledge, skills, and abilities that organizational leaders should possess to manage human diversity effectively in a variety organizational setting. The aim of this paper is to: 1) summarize the role of three well-known traditional leadership theories; 2) share examples of existing multicultural and workforce diversity frameworks that offer insights for advancing traditional leadership theories; and 3) highlight the benefits of incorporating multicultural and workforce diversity leadership traits, behaviors and supporting diversity practices into traditional leadership theories.

Implementing Coordinated Care Networks: The Interplay of Individual and Distributed Leadership Practices.

How does leadership emerge and function when multiple health care organizations come together to form a network? In this qualitative comparative case study, we draw on distributed leadership theory to examine the leadership practices that manifested during the implementation of three coordinated care networks. Thirty leaders and care providers participated in semistructured interviews. Interview data were inductively analyzed using thematic analysis. Although established in response to the same policy initiative, each case differed in its leadership approach and implementation strategy. We found that manifestation of distributed leadership was contingent on the presence of an individual leader who acted as a unifying force across their respective network. Our findings suggest that policies to encourage the development of interorganizational networks should include sufficient resources to support an individual leader who enables distributed leadership.

Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership

Despite the popularity of distributed leadership theory, the investigation of the micro-political aspects of such models have scarcely been explored, and insights on the cultural variety of distributed practices in schools are limited. The present study aimed to explore what micro-political aspects emerge in participative decision making in collectivist and individualist cultures. To this end, a multiple case study method was adopted, focusing on four Israeli public high schools. Schools were chosen to represent an ‘extreme’ case selection rationale: two non-religious urban schools representing individualist cases, and two communal schools in religious kibbutzim representing communal schools. The analysis shed light on three micro-political points of comparison between the prototypes of participative decision making in collectivist and individualist cultures related to control, actors, and stage crafting. The findings and implications are discussed.

How are empowering leadership, self‐efficacy and innovative behavior related to nurses' agency in distributed leadership in Denmark, Italy and Israel?

The purpose of the study was to introduce the concept of distributed leadership to international nursing management by conducting a cross-national investigation of its relationships with empowering nursing leadership, nurses' work self-efficacy and nurses' innovative behaviour. Distributed leadership theory suggests that when more people lead processes together, innovation will be superior to solo leadership. However, we need knowledge about how nurse managers may enhance nurses' distributed leadership agency (DLA), and whether such results are generalizable across countries. The cross-national survey with an overall purposeful sampling method used questionnaire data from hospital nurses from Israel (n=239), Italy (n=226) and Denmark (n=709). We used validated scales measuring Empowering Leadership, Self-efficacy, Innovative Work Behavior and DLA. The results from all three countries showed that empowering leadership and work self-efficacy were positively related to DLA, which, in turn, was also related to more innovation. The results may imply that nursing managers can increase workplace innovativeness by adopting an empowering leadership style that supports nurses' self-efficacy and distributes leadership tasks. The cross-country robustness of the results may encourage further research in distributed leadership in nurse management, notably with a focus on causal mechanisms.

Network Connection and Energy Radiation through Grassroots Master Teacher Studios

Distributed leadership is a collective leadership mode in which multiple members of the organization dynamically share leadership roles according to changes in capability and environment, so as to achieve leadership sharing and leadership energy radiation. Facing the distributed leadership practice of Master Teacher Studio that really occur in education management can make our understanding and description of its original ecological and endogenous construction process more objectively, meticulously and deeply. Through the generation and expansion of the case studio with the characteristics of "grassroots", the empowerment and differentiation of leaders, the stimulation and radiation of members leadership, the generation process of "grassroots" Master Teacher Studio from the initial construction of "uniline" mode to "network" distribution connection, and the radiation process of Master Teacher Studio members' energy from "uninuclear transmission" to "multinuclear connection". Thus, it will realize the organic integration of Western distributed leadership theory and localized grassroots master teachers' studio practice.

Enabling Teacher Librarian Leadership for Technology Integration


 
 
 The highly technological environment of 21st century schools has significantly redefined the role of the teacher librarian by presenting the opportunity to assume leadership roles through technology integration. The teacher librarian must evolve as a leader in order to address the needs of today’s learners and ensure that they are equipped with the knowledge and skills they need to use technology as an important tool for learning. This research, based on distributed leadership theory investigates practices of teacher librarians in order to identify what is enabling some to thrive as technology integration leaders and what is hindering others. This paper presents the findings from the replication research identifying what is enabling some teacher librarians to thrive as technology integration leaders and serve as a foundation on which to build research- based strategies to support practicing teacher librarians in understanding how to enact this vital role and on how to better prepare future teacher librarians for a leadership role in the integration of technology.
 
 

Distributed Leadership in Collegiate Esports

Background. Current research supports the use of recreational games in higher education settings for student development. Team-based esports in collegiate settings offer leadership experiences analogous to other organizational contexts. Distributed leadership reflects leader roles shared dynamically with multiple points of salience and dynamic or absent hierarchy. Aim. This study looked at elements of distributed leadership claimed among collegiate esports teams and whether esports play contributed to distributed leadership development. Methods. This phenomenological deductive qualitative research study used themes from distributed leadership theory to examine the experiences of focus groups composed of competitive collegiate esports participants on three teams from three different popular esport games, respectively. Results. Researchers found that ample comparisons across respondent team interviews corresponded with the leadership theory and found that the more static influence of credibility seemed to mediate team-based communications and behaviors. Conclusion. Implications for distributed leadership both in esports and in other organizations include considerations for intentionality behind how hierarchies are enacted and how credibility may inform an understanding of power distribution within teams.

Leadership for Improving Teaching Quality: Analysis of School Practice in Northeast China

Chinese education reform has vigorously advocated the improvement of teaching quality. School leaders determine the overall trend and effect of teaching quality improvement. Based on the TQM theory, Baldrige Quality Program Education Criteria for Performance Excellence framework and distributed leadership theory, we defined the concept of leadership for teaching quality. The purpose of this study is to provide new understanding of the current situation and problems of teaching quality in primary and secondary schools in the northeast of China. 908 educators from 54 primary and secondary schools participated in this study. Our findings indicated that there were significant differences among different gender, first degree, position, school level and school area. Implications for improving the leadership for teaching quality in primary and secondary schools from both internal and external perspectives were discussed.

Hiding in plain sight: systems thinking and school organization

PurposeThe article asserts that systems thinking and its concurrent organizational processes are central organizing structures in schools, yet “hide in plain sight” and are therefore underexplored and underutilized in leadership theorizing.Design/methodology/approachBy exploring the theoretical literature concerning school organization and leadership, tensions and contradictions within the literature are surfaced. The article examines and critiques distributed leadership theory and provides new directions for thinking about leadership practice based on school organization literature.FindingsRecent work (Kruse and Johnson, 2017; Murphy, 2015, 2016) suggests that schools are far too complex to be led and managed by a single dedicated leader, yet the practice of leadership remains largely reified within the literature (Bryket al., 2015), Insofar as leadership theory relies on narratives derived from and about work of “the” leader, it ignores the larger system. A contrasting literature is that of distributed leadership (Gronn, 2000; Spillane, 2006). Yet, even within that literature, the focus remains on interpersonal interactions and conjoint actions concerning school operation. While not dismissing the importance of leadership as a theoretical and practical construct, thinking about leadership as less a property of individuals and more a variable within effective organizational practice holds promise for the study of educational leadership.Originality/valueThis article extends the existing literature by suggesting how systems processes and structures serve school leaders in addressing the leadership demands of fostering continuous (rather than episodic) change, processing information and creating contextual local knowledge with the potential to enhance school outcomes.

Distributed leadership for personalized learning

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.