Distributed Leadership

Spillane, James P.

doi:10.1080/00131720508984678

Cited by 599 publications

(664 citation statements)

References 11 publications

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“…Thus leadership researchers often draw on debates in the wider social sciences to ask whether leadership is best enacted through, for example, "transformational" (Bass, 1985), "distributed" (Spillane, 2005;Gronn, 2002), or "collective" (Denis et al, 2001) approaches. But while there are significant disagreements about its precise nature, it is largely accepted that leadership should be treated as a real, empirically distinctive entity.…”

Section: Introductionmentioning

confidence: 99%

A critical account of the rise and spread of ‘leadership’: The case of UK healthcare

Martin

Learmonth

2012

Social Science & Medicine

104

145

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Section: Introductionmentioning

confidence: 99%

A critical account of the rise and spread of ‘leadership’: The case of UK healthcare

Martin

Learmonth

2012

Social Science & Medicine

104

145

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“…Spillane (2006) suggests that the construct of distributed leadership includes two main perspectives: the leader-plus and the practice. The leader-plus perspective offers that the process of school administration comprises of multiple individuals apart from those in formal roles such as school principal, assistant principals, and specialists.…”

Section: Distributed Leadershipmentioning

confidence: 99%

A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Kılınç

2014

JCT

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The purpose of this study was to determine the relationship between primary school teachers' perceptions on distributed leadership and organizational citizenship behaviors (OCBs). A total of 258 teachers employed in 14 primary schools located in Kastamonu, Turkey participated in this study. Data of the study was collected through "Distributed Leadership Scale" and "Organizational Citizenship Behavior Scale". Descriptive statistics, Pearson product-moment correlation coefficient and simple regression analysis were used to analyze the study data. Findings of the current study revealed that primary school teachers' perceptions of distributed leadership was positively and significantly related to teacher OCBs. Furthermore, distributed leadership was a positive and significant predictor of teacher OCBs. Results of the study were discussed in relation to practical implications in school settings.Keywords: distributed leadership; organizational citizenship; primary school; teacher IntroductionTeachers play a critical role in the designation, implementation, and evaluation of the most effective classroom practices for student learning and achievement (Harris and Lambert, 2003;Tsui and Cheng, 1999). In this regard, OCB is one of the constructs that has continued to interest scholars, practitioners, and policy-makers to influence school effectiveness and improvement (Feather and Rauter, 2004;Nguni et al., 2006;Oplatka, 2006;Organ, 1988Organ, , 1997Ölçüm-Çetin, 2004;Paine and Organ, 2000;Podsakoff et al., 2000;Sezgin, 2005). Teacher OCBs are crucial for schools as the construct relates to non-formally prescribed behaviors including teachers' exerting extra effort and time and taking the responsibility of school improvement individually (Hoy et al., 1991;Somech and Ron, 2007). It is therefore reasonable to suggest that there is a need for further studies investigating the relationship between OCB and other organizational and individual characteristics to contribute to a better understanding of the construct and to make practical implications for practitioners and policy-makers. As pointed out by DiPaola and Tschannen-Moran (2001), principals, teachers, and policy-makers will benefit from research on investigating and learning the variables that foster teacher OCBs to improve and sustain student achievement.

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“…Například v Anglii nedávný výzkum prokázal zvyšující se důraz na kooperativní přístupy spojené s novými strukturními formami spolupráce mezi školami, a to zejména ve velkoměstských lokalitách 2 a oblastech kumulace rizik (Chapman, 2006;Ainscow & West, 2006;Hill, 2008). Výzkum rovněž zdůraznil měnící se obraz rozložení akontability a pravomocí na školách (Spillane, 2006). To vedlo k různým pokusům popsat dané změny jako "nové modely činnosti ředitelů" (New Models of Headship; Glatter & Harvey, 2006), "nové modely vedení" (New Models of Leadership, PriceWaterhouseCoopers, 2007) či "postupy systémového vedení budoucnosti" (Next Practice System Leadership, IU/NCSL/DEMOS, 2007).…”

Section: úVodunclassified

Nové organizační struktury pro školní vzdělávání: nové způsoby vedení školy v Anglii?

Chapman¹

2018

Orbis Scholae

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Anotace: Článek vychází z výsledků studie zaměřené na vedení a řízení škol v Anglii a dospívá k závěru, že tradiční formy vedení a řízení jsou zastaralé a že je nutné co nejdříve přistoupit k rekonceptualizaci modelů vedení. Výzkumný plán byl založen na případových studiích a opíral se o sběr písemných dokumentů a o rozhovory s různými aktéry školního života ve dvaceti případech vykazují-cích různé strukturální formy uspořádání. Případová a mezipřípadová analýza odhalila, že změny v místních strukturách pomáhají školám čelit stále náročněj-ším a různorodějším požadavkům kladeným na vzdělávání. Při zavádění a rozvoji nových postupů vedení hraje důležitou roli místní kontext. V závěru článek na základě daných zjištění předkládá konceptuální rámec pro hlubší porozumění této nově vznikající komplexní oblasti.Abstract: This article draws on ndings from a study of school leadership and management practice in England to argue traditional forms of leadership and management practice are outmoded and an urgent reconceptualisation of different models of leadership is required. The research design adopted a case study approach, collecting documentary evidence and interview data from a range of actors in 20 sites exhibiting a diverse range of structural arrangements. Within and between case analysis identi ed changes in local arrangements are helping schools to cope with an increasingly complex educational agenda. Local context plays an important role in the adoption and development of new leadership practice. In conclusion this article re ects on the ndings to present a conceptual framework to strengthen our understanding of this emerging and complex terrain.Klíčová slova: vedení školy, strukturní změny, Anglie

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Distributed Leadership

Cited by 599 publications

References 11 publications

A critical account of the rise and spread of ‘leadership’: The case of UK healthcare

A critical account of the rise and spread of ‘leadership’: The case of UK healthcare

A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Nové organizační struktury pro školní vzdělávání: nové způsoby vedení školy v Anglii?

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