Teachers’ Perceptions of Distributed Leadership Practice in Three Secondary Schools within Gauteng Province

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.

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Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

Education Sciences ◽

10.3390/educsci10070175 ◽

2020 ◽

Vol 10 (7) ◽

pp. 175

Author(s):

Inmaculada García-Martínez ◽

Pedro J. Arrifano Tadeu ◽

José Luis Ubago-Jiménez ◽

Carlos Brigas

Keyword(s):

School Improvement ◽

Secondary Schools ◽

Distributed Leadership ◽

Delphi Method ◽

Leadership Characteristics ◽

Pilot Test ◽

Department Heads ◽

Academic Improvement ◽

Potential Capacity ◽

Set Up

Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.

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Student Teachers’ Perceptions of the Nature, Extent and Causes of Child Abuse by Teachers in Zimbabwean Secondary Schools

Journal of Social Sciences ◽

10.1080/09718923.2011.11892942 ◽

2011 ◽

Vol 28 (3) ◽

pp. 169-179 ◽

Cited By ~ 2

Author(s):

Almon Shumba

Keyword(s):

Child Abuse ◽

Secondary Schools ◽

Student Teachers ◽

Teachers Perceptions

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The Effect of Principal’s Distributed Leadership Practice on Students’ Academic Achievement: A Systematic Review of the Literature

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p189 ◽

2019 ◽

Vol 9 (1) ◽

pp. 189

Author(s):

Ghirmai Jambo Daniel ◽

Hongde Lei

Keyword(s):

Academic Achievement ◽

Best Practices ◽

Distributed Leadership ◽

Review Of The Literature ◽

Leadership Practice ◽

Principal's Role ◽

Contemporary World ◽

Role Of Principal ◽

Do So

Distributed leadership as a new scenario of educational leadership has become a popular topic in the contemporary world. Many notable researchers and members of the discourse community have contributed significantly to its development. However, little attention has paid to its effectiveness. Hence, the main purpose of this article is to analyze the existing evidence for the effect of principal’s leadership practice on students’ academic achievement from a distributed perspective. To do so, a systematic search of academic databases was conducted and 68 references spanning from the year 2001 to 2018 were selected and systematically reviewed. Due consideration was given to their concepts of distributed leadership practice, principal’s role, and students’ academic achievement. The findings of this article show that distributed leadership has positive and indirect effect on students’ academic achievement and the role of principal is indispensable. Nevertheless, there is little emperical evidence, a lack of universal accepted patterns and best practices of distributed leadership which strains further investigation. On the basis of evidence currently available, it seems reasonable to recommend scholars, policy developers, and practitioners to recognize the role of principal on distributed leadership and its best practices.

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‘Al Faza’a’ leadership: An implicit cultural barrier to distributed leadership in Jordanian public schools

Educational Management Administration & Leadership ◽

10.1177/1741143220932580 ◽

2020 ◽

pp. 174114322093258

Author(s):

Reem Hashem

Keyword(s):

Public Schools ◽

Education Reform ◽

School Leadership ◽

Cultural Values ◽

Distributed Leadership ◽

Knowledge Economy ◽

Social Practice ◽

Leadership Practice ◽

Factors Affecting ◽

Cultural Barrier

In 2003, the Jordanian government launched an ‘education reform for knowledge economy’ leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice ‘al faza’a’ leadership which is anchored in al faza’a social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. ‘Al faza’a’ hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy’s advocated distributed leadership programme. This paper concludes that ‘al faza’a’ practice can represent an implicit leadership theory in Jordanian schools.

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

Advances in Social Sciences Research Journal ◽

10.14738/assrj.79.9022 ◽

2020 ◽

Vol 7 (9) ◽

pp. 359-374

Author(s):

YU LI ◽

WENFAN YAN ◽

HENGFU WEN

Keyword(s):

Secondary Schools ◽

Education Reform ◽

Distributed Leadership ◽

Teaching Quality ◽

School Level ◽

Quality Analysis ◽

Performance Excellence ◽

School Practice ◽

Quality Program ◽

Northeast Of 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.

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