Development and Validation of Scores on the Distributed Leadership Inventory

Abstract

Systematic quantitative research on measuring distributed leadership is scarce. In this study, the Distributed Leadership Inventory (DLI) was developed and evaluated to investigate leadership team characteristics and distribution of leadership functions between formally designed leadership positions in large secondary schools. The DLI was presented to a sample of 2,198 respondents in 46 secondary schools. The input from a first subsample was used to perform exploratory factor analyses; the second subsample was used to verify the factor structure via confirmatory factor analysis. A one-factor structure for the leadership team characteristics (coherent leadership team) and a two-factor structure for the leadership functions (support and supervision) were confirmed. The results of the DLI underpin that leading schools involve multiple individuals, which differs by the type of function.

A meta-analysis of distributed leadership from 2002 to 2013

“…Camburn et al, 2003;Chang, 2011;Law et al, 2010) and teams (e.g. Hulpia et al, 2009a;Pedersen et al, 2012;Sentočnik and Rupar, 2009;Timperley, 2009;Wallace, 2002), they generally did not focus on studying the role of teachers or teams but were confined to the interactions among different levels in the school hierarchy through people and teams. In other words, the studies focused more on the resources which emerged from teacher and team leadership than on the agency which teacher or team leadership allowed.…”

Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü

“…Bu bulgu da önceki çalışmaları desteklemektedir (Chiang ve Hsieh, 2012;2009;Riketta, 2002). Anılan çalışmalarda da katılımcıların güçlendirme, bağlılık ve performans algılarının orta düzeyde olduğu rapor edilmiştir.…”

Teachers’ Organizational Commitment: Examining the Mediating Effects of Distributed Leadership

“…Several authors have urged for the development of measurement tools that could be used in broad samples (Neumerski 2012;Spillane and Healey 2010). In our analysis, we have tried to include several elements in our definition of distributed leadership in order to develop a more comprehensive understanding of distributed leadership (Hulpia et al 2009a). By making certain choices, we have also decided not to include certain perspectives, not because they are not valuable, but because it is difficult to include all possible stances, measures, and perspectives on distributed leadership in one study.…”

“…On the basis of the theoretical framework used in this study, we developed a self-report questionnaire: the Distributed Leadership Inventory (DLI; Hulpia et al 2009a). The DLI measures the supportive leadership of formal designated leaders (i.e., principal, assistant principal, teacher leaders), the cooperation within the leadership team, and participative decision making of teachers.…”