Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement

Heck, Ronald H.; Hallinger, Philip

doi:10.3102/0002831209340042

Cited by 397 publications

(395 citation statements)

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“…Vliv role lídra na výkon organizace je zásadní, výzkumy se snaží prokázat jeho přímé a nepřímé působení na různé prvky vzdělávacího systému (učitelé, studijní výsledky studentů aj.). Prokázání přímého vlivu stylu řízení ředitele na studijní výsledky studentů je do velké míry problematické a potvrzeny jsou zejména vlivy nepřímé (Grissom & Loeb, 2011;Hallinger & Heck, 2010;Heck & Hallinger, 2009;Louis, Leithwood, Wahlstrom & Anderson, 2010). Výzkumy zaměřující se na různé formy managementu a leadershipu jsou početné: "performance management" (P. Earley, Bubb, Eddy-Spicer, Crawford, & James, 2016;Page, 2016), "distributed leadership" (L. M. , "educational leadership" (Dorczak, 2014), "leadership for learning" (Malakolunthu, McBeath, & Swaffield, 2014), "transformational leadership" (Balyer, Karatas, & Alci, 2016;Finnigan, 2012), "district leadership" (Moorosi & Bantwini, 2016), coaching (Lochmiller & Karnopp, 2016) a mnohé další.…”

Section: Výsledky Rešeršeunclassified

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

Konvalinka¹

2017

TVV

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ŘEDITELÉ JAKO MANAŽEŘI ZÁKLADNÍCH A STŘEDNÍCH ŠKOL: AKTUÁLNÍ STAV POZNÁNÍ KVALITATIVNÍCH VÝZKUMŮKONVALINKA Michal, CZ ResuméCílem zkoumání je zachytit aktuální stav poznání kvalitativních výzkumů v oblasti řízení základních a středních škol z pohledu ředitele jako manažera těchto vzdělávacích institucí. Výsledkem je přehled současného stavu poznání v dané oblasti a představení zásadních témat, kterým se výzkumy věnují. Práce má charakter systematické rešerše literatury a chce být přínosem nejen pro výzkumníky, ale i pro ředitele, kterým pomůže najít relevantní články k vybraným tématům. Hlavní metodou je vyhledávání vědeckých prací za pomoci klíčových slov v rejstřících Web of Science a Scopus. Výchozími klíčovými slovy jsou: headteacher, school, principal, qualitative, interview, case study, focus group a mixed methods. Snahou je podchytit zejména všechny významné výzkumné práce, pro něž jsou ředitelé hlavními subjekty zkoumání. Práce je zaměřena na kvalitativní výzkum a obsahuje studie jak zahraniční, tak i české.Klíčová slova: rešerše literatury, ředitel, škola, kvalitativní výzkum PRINCIPALS AS MANAGERS OF PRIMARY AND SECONDARY SCHOOLS: STATE OF THE ART OF QUALITATIVE RESEARCH AbstractThe purpose of this literature review is to bring up the state of the art of qualitative research in this subject. This article is focused on the field of management in primary and secondary schools from the point of view of headteachers as managers of these educational institutions. The results highlight the vital aspects of the discussion. The work is relevant to researchers devoted to school management, and also to directors who would like to find relevant articles on this topic. The main method used to identify relevant articles was a systematic review based on specific keywords. Searches were made in the Web of Science and Scopus databases. The default keywords were: headteacher, school, principal, qualitative, interview, case study, focus group, and mixed methods. The work attempts to capture, in particular, all the important academic papers which consider directors as their main subjects of exploration. The work is focused on qualitative research and includes both foreign and Czech papers.Key words: literature review, headteacher, school, principal, qualitative research ÚvodKvalitativní výzkum umožňuje věnovat se velkému množství témat (vzdělávání, management, zdravotnictví aj.) a zahrnout mnoho vědních disciplín (sociologie, antropologie, psychologie atd.). V kterékoliv kombinaci kvalitativní výzkum přináší zajímavou a přínosnou cestu jak obohatit vědecké poznání. Mezi pět nejdůležitějších znaků kvalitativního výzkumu patří, že se zabývá významem lidských životů v reálných podmínkách; přináší názory a různé perspektivy lidí, kterých se výzkum týká, a zahrnuje podmínky a jejich kontext v životě lidí (Yin, 2011). Dle Yin (2011, s. 61) v posledních dekádách počet realizovaných kvalitativních výzkumů narostl a realizované studie jsou čím dál různorodější. Je tedy na místě zjistit, z jakých úhlů pohledu jsou realizovány kval...

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Section: Výsledky Rešeršeunclassified

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

Konvalinka¹

2017

TVV

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“…To secure and sustain school improvement, effective distributed leadership is generally demanded (TSE, 2006).Distributed leadership is defined as one of the forms of leadership that involves all the different forms of collaboration experienced by the principal, teachers, and members of the school's improvement team in leading the school's development (Heck & Hallinger, 2009). Fullan (2001)states that the notion of sustainable change in schools is based on distributed leadership among the school staff.…”

Section: Related Literaturementioning

confidence: 99%

Perceptions towards Distributed Leadership in School Improvement

Shakir¹,

Issa²,

Mustafa³

2011

IJBM

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In spite of the sizable growth in the number of empirical studies tackledthe distributed form of leadership over the past decade, the bulk of this research isa case study. Relatively few published studies have investigated the impact of distributed leadership on school improvement; therefore, the current paper attempts to investigate TESOL teachers'perceptions towards distributed leadership and school improvement. The theoretical framework for this study is grounded on the multifactor transformational/transactional leadership model (Bass, 1985(Bass, , 1990Bass & Avolio, 2000). Two TESOL teachers from two different schools, in Pulau Penang, were interviewed regarding this phenomenon, which is still in its infancy stage. The study encourages a distributed leadership perspectivethat assists in building the academic capacity of schools as a means of improvement. Besides, it argues that the distributed perspective proposes an important theoretical lens through which leadership practiceswithin a school can be reconfigured and reconceptualised.The findingsshow that there are two different applied forms of leadership in the two schools. On the one hand, the first interviewee reveals her approving perceptions towards the distributed form of leadership as she praises the principal's characteristics, whilst the second interviewee, on the other hand, expresses her disapproving perceptions towards the control form of leadership through criticising the current principal's characteristics. A further finding exposes that the prevailingdistributed form of leadership does contribute to the school improvement. On the contrary, the current control form of leadership in the other school produces school's deterioration.

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“…We found that despite the various claims of positive effects of distributed leadership practices, very few studies that acknowledge the different patterns of leadership distribution (e.g., [59,[78][79][80]) and fewer (e.g., [81,82]) that examined their relations with organizational outcomes. Furthermore, literature shows that the majority of texts produced on distributed leadership were based on examination in the context of school and educational improvement and rarely in community engagement settings (e.g., [49][50][51][52][53][54][55][56][57][58][59][60][61][62]65,67,68]).…”

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confidence: 99%

Distributed Leadership in a Low-Carbon City Agenda

et al. 2016

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This paper uses Spillane's (2001) theory and Gronn's (2000) concerted efforts approach to examine distributed leadership in a low-carbon city agenda. The main purpose of the paper is to find empirical evidence of a relationship between distributed leadership and the achievement of the agenda. Eight constructs emerged that informed our understanding of distributed leadership dimensions within the low-carbon city framework: vision, organizational framework, organizational culture, consensus, instructional programs, expertise, team leader leadership, and team member leadership. The evidence shows that there is a positive relationship between distributed leadership and the outcome of the low-carbon city agenda, and that a dispersed pattern in distributing leadership is required to enhance community engagement. The findings also suggest that an organizational culture that facilitates multiple sources of leadership may largely contribute to the effectiveness of distributed leadership practices in realizing the low-carbon city agenda.

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Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement

Cited by 397 publications

References 63 publications

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

Perceptions towards Distributed Leadership in School Improvement

Distributed Leadership in a Low-Carbon City Agenda

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