Perceptions towards Distributed Leadership in School Improvement

Abstract

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.

Taiwanese elementary school English teachers' perception of teacher leadership

“…I pushed them to move forward and aspire for excellence. (Interview: Jiyun-jiyun 02)Jiyun-jiyun was regarded as a “charismatic” leader (Shakir et al., 2011), who energized followers with a clear sense of purpose and articulated vision. Ling-ling displayed more “individualized considerations” (Shakir et al., 2011), and she focused on caring for the needs of each individual teacher and faculty member and worked continuously to coach and guide them.…”

“…The researcher designed and developed the interview protocol from the empirical studies on teacher leaders and leadership (e.g. Bailey et al., 2008; McGee et al., 2014; Shakir et al., 2011). The interview protocol included two parts.…”

“…There are a limited number of studies on leadership and teacher leaders in the TESOL (Teaching English to Speakers of Other Languages) (McGee et al., 2014; Shakir et al., 2011). Of the current empirical studies that focus on the teacher leaders and instructional leadership in the EFL (English as a foreign language) or ESL setting, interviews and questionnaires were the major research methods employed in the most recent empirical studies on teacher leaders in the TESOL field.…”

The Influence of Distributed Leadership on Professional Learning Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di Negeri Johor

“…Selain itu, ia merupakan cara yang lebih lestari untuk membina iklim yang berfokus pada pembelajaran (Leithwood et al, 2004;Spillane, 2006) dan membina kapasiti untuk pergerakan organisasi (Ancona et al, 2009;Hallinger & Heck, 2010). Pendapat ini turut disokong oleh Menurut Shakir et al, (2011). Mereka mendapati, terdapat dua kelebihan kepimpinan distributif kepada sekolah.…”

Teacher Collaborative Action Research

“…In the earlier years of studying distributed leadership in an educational setting, it was difficult to determine the impact of this approach on school improvement efforts (Bolden, 2011); however, studies are finding that distributed leadership is a key factor in school improvement efforts (Heck & Hallinger, 2010;Shakir, Issa, & Mustafa, 2011). Research has also shown that distributed leadership is a shared characteristic in successful action research programs in schools (Glanz, 2005;Price & Valli, 2005).…”