Trust and the Development of Distributed Leadership

2007 ◽  
Vol 17 (4) ◽  
pp. 469-503 ◽  
Author(s):  
Mark A. Smylie ◽  
David Mayrowetz ◽  
Joseph Murphy ◽  
Karen Seashore Louis
Keyword(s):  
Leadership Development ◽  
Secondary Schools ◽  
Principal Leadership ◽  
Distributed Leadership ◽  
Initial Level ◽  
Supporting Evidence ◽  
Theoretical Argument ◽  
Design Performance ◽  
Trust Relationship ◽  
The Relationship

This article examines the relationship between trust and the development of distributed leadership. It presents a theoretical argument with supporting evidence from longitudinal fieldwork examining distributed leadership development in comparative cases of two secondary schools. The analysis suggests that trust matters in the design, performance, and perceptions of distributed leadership; that the relationship between trust and distributed leadership development is dynamic and mutually reinforcing; that an initial level of positive or provisional trust may be necessary; and that principal leadership and the trust relationship between principal and teachers are especially important to distributed leadership development.

scholarly journals Relationship between School Principals’ Distributed Leadership Style and Teachers’ Organizational Commitment in Public Secondary Schools in Anambra State, Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 7-11
Author(s):  
Victoria Chimezie Mbonu ◽  
Ifeanyi Mathew Azuji
Keyword(s):  
Organizational Commitment ◽  
Secondary Schools ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Null Hypothesis ◽  
School Principals ◽  
Research Question ◽  
Teacher Commitment ◽  
Anambra State ◽  
The Relationship

This study investigated the relationship between school principals’ distributed leadership style and teachers‟ organizational commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study while one null hypothesis was tested at a 0.05 level of significance. Correlational research design was used in conducting the study. The sample comprised of 1,105 teachers. Two research instruments, namely; Leadership Density Inventory (LDI) (Smith, Ross, and Robichaux, 2004) and Organisational Commitment Questionnaire (OCQ) were used for data collection. The reliability coefficient value of the instruments is as follows; r = 0.85 for LDI and 0.73 for CDQ. Copies of the instruments were distributed by the researchers through direct delivery to the respondents. Pearson Product-Moment Correlation Coefficient was used to answer the research question, while a t-test of significance of relationship was used in testing the null hypothesis. The findings of the study showed, among others, that there is a significant low positive relationship between the distributed leadership style of Secondary school principals in Anambra State and the teacher’s commitment to the organisation. Based on the findings of the study, it is recommended that increased knowledge of the relationship between distributed leadership and teacher commitment should be applied by the school management commission in order to equip principals and other school leaders.

Distributed Leadership Globally: The Interactive Nature of Principal and Teacher Leadership in 32 Countries

2020 ◽  
pp. 0013161X2092654 ◽  
Author(s):  
Susan Printy ◽  
Yan Liu
Keyword(s):  
School Culture ◽  
Teacher Leadership ◽  
Principal Leadership ◽  
Distributed Leadership ◽  
Linear Models ◽  
Meta Analysis ◽  
Education Policies ◽  
Teacher Surveys ◽  
Interactive Nature ◽  
The Relationship

Purpose: This study provides cross-country evidence regarding the extent to which distributed leadership operates in schools globally and offers preliminary insights about country education policies that explain the reported distributed leadership results. The researchers also investigate the relationship between principals’ reports of distributed leadership and teachers’ reports of the school culture, demonstrating the alignment of principal and teacher perspectives of distributed leadership. The conceptual framework highlights the interaction between leaders in varied situations characterized by leadership functions and country contexts. Research Design: Researchers use both principal and teacher surveys from the 2013 TALIS. In the first analytical stage, latent measures using confirmative factor analysis capture the extent to which principals and teachers were responsible for each of the three leadership functions; scatterplots explore distribution of interactive leadership, and further explanation is offered by document analysis of country policy profiles. In the second stage, the research uses hierarchical linear models for the effect of distributed leadership, specifically principal leadership, teacher leadership, and interactive leadership, on school culture for each country, synthesizing country results with meta-analysis. Findings: Distributed leadership varies by leadership function and appears to be influenced by country education policy. Teachers report that their school culture is conducive to distributed leadership when, in fact, they have the opportunity to lead. Conclusions: Findings add global evidence that country context is an important part of the situation for distributed leadership. The patterns of distributed leadership by function invite further research within each country, particularly to examine the influence of educational policy.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science

1996 ◽  
Vol 79 (3) ◽  
pp. 796-798
Author(s):  
Stewart B. Shapiro ◽  
Phillip B. B. Moheno
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Empirical Literature ◽  
Teaching Behaviors ◽  
Relationship Of ◽  
The Relationship ◽  
Mathematics And Science

Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom.

scholarly journals CODE OF CONDUCT AND PROCUREMENT MANAGEMENT IN SELECTED PUBLIC SECONDARY SCHOOLS: EVIDENCE IN KENYA

2021 ◽  
pp. 197-201
Author(s):  
Joyce Cheruto Rotich ◽  
Dr. Pauline Keitany ◽  
Dr. Hellen W. Sang
Keyword(s):  
Secondary Schools ◽  
Internal Control ◽  
Codes Of Conduct ◽  
Code Of Conduct ◽  
Sampling Technique ◽  
Target Population ◽  
Procurement Management ◽  
Ethical Practices ◽  
Social Challenges ◽  
The Relationship

Economic and social challenges have obliged many organizations to re-evaluate their manner and approach in maintaining sustainable relationships with their customers. It has been witnessed in most successful organizations that implementation of ethical practices in procurement has ensured customers get the best services. The paper’s objective is to establish the relationship between codes of conduct and procurement management. The study was guided by virtue ethical theory. Correlation research design was used with a target population of 1100 tendering committee in 220 public secondary schools. A sample size was 294 respondents was selected using stratified random sampling technique. Questionnaires were used to collect data. Descriptive and inferential methods were utilized for data analysis and presentation. The findings indicated that code of conduct had significant effect on procurement management (P=0.000<0.05). The study recommended that the schools should continuously review of procurement staff from breach of code of conduct to reduce fraud and corruption. Therefore, there is need to tighten internal control systems in detecting procurement corruption and fraud to ensure integrity in the process. The study suggested further study to be done in internal control system and procurement management. KEYWORDS: Code of Conduct, Procurement Management, Correlation Design, Kenya

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

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