Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models

2003 ◽  
Vol 25 (4) ◽  
pp. 347-373 ◽  
Author(s):  
Eric Camburn ◽  
Brian Rowan ◽  
James E. Taylor
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
School Reform ◽  
Instructional Leadership ◽  
School Leadership ◽  
Distributed Leadership ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
School Reforms ◽  
Using Data

This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of nonCSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesis is suggested by positive relationships between leaders' professional development experiences and their performance of instructional leadership.

Comprehensive School Reform: An Implementation Study of Preschool Programs in Elementary Schools

2004 ◽  
Vol 104 (5) ◽  
pp. 369-389 ◽  
Author(s):  
Laura Desimone ◽  
Brandyn Payne ◽  
Nicole Fedoravicius ◽  
Christopher C. Henrich ◽  
Matia Finn-Stevenson
Keyword(s):  
Elementary Schools ◽  
School Reform ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
Implementation Study ◽  
Preschool Programs

Mapping four leadership styles in Japan: how has the role of the principal been shaped by policies?

2019 ◽  
Vol 58 (2) ◽  
pp. 187-207
Author(s):  
Hirokazu Yokota
Keyword(s):  
Instructional Leadership ◽  
Leadership Styles ◽  
School Leadership ◽  
Distributed Leadership ◽  
Educational Administration ◽  
Policy Documents ◽  
Content Type ◽  
Western View ◽  
Role Of The Principal

Purpose The purpose of this paper is to examine how internationally recognized styles of transactional, instructional, transformational and distributed leadership have emerged in the Japanese education system. Design/methodology/approach National legislation and policy documents in Japan since 1945 were collected by searching for the word “principal” or “head of school.” Then, four types are excluded: those that are unique only to one school type, do not explicitly deal with the role of the principal, are in subordinate laws prescribing contents that essentially overlap with those in superordinate statutes and define procedural roles of the principal. As a result, 17 legal provisions and 35 policy documents remained, each of which was analyzed by using four leadership styles. Findings Despite an increasing focus on instructional, transformational and distributed styles, Japan has not comprehensively articulated attributes and abilities expected of the principal. Additionally, a movement away from instructional leadership in the 2000s contrasts with the recent emphasis on “educational leadership.” Moreover, transformational leadership has centered on the school–family–community collaboration and the expansion of principal autonomy, and distributed leadership has taken the forms of new positions that support the principal, both of which were influenced by the decentralization movement. Research limitations/implications It points to the susceptibility of the role of the principal in Japan and western countries alike to broader structural reforms but with different implications and distinct timing of the advent of leadership styles among them. Additionally, Japan has adopted a modified approach to distributed leadership style, which is somewhat similar to delegation, to make a compromise between the emergent theory and the centrality of the principal in the school hierarchy. Furthermore, instructional leadership seems to be a “late bloomer” in Japan because of its practice-based nature and unsuitability to daily realities of the principal. Originality/value As an arguably unprecedented attempt to apply leadership styles to legislation and policy documents, this study builds a foundation for understanding how school leadership is shaped by education policies. Moreover, while making connections to the western view, it creates a paradigm for future studies of school leadership in Japan and in the field of comparative educational administration.

scholarly journals All for one and one for all? Leadership approaches in complementary schools

2020 ◽  
pp. 174114322097128
Author(s):  
Linet Arthur ◽  
Ana Souza
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Case Studies ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Small Primary ◽  
Using Data ◽  
The Uk ◽  
Leadership Approaches

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey ( n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

Sign in / Sign up

Export Citation Format

Share Document