Teachers’ perception of distributed leadership in Hong Kong primary schools

Wan, Sally Wai‐Yan; Law, Edmond Hau-fai; Chan, Keith Ki

doi:10.1080/13632434.2017.1371689

Cited by 22 publications

(12 citation statements)

References 138 publications

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“…Studies on distributed leadership often transcend the team levels (e.g., Gronn, 2002; Heck & Hallinger, 2010), but they hardly focus on interorganizational contexts. A notable number of studies were conducted in the context of education (e.g., Bellibas & Liu, 2018; Currie, Lockett, & Suhomlinova, 2009; Heck & Hallinger, 2010; Lester & Kezar, 2017; Wan, Law, & Chan, 2017).…”

Section: Results: Network Leadership Conceptsmentioning

confidence: 99%

Leading Networks Effectively: Literature Review and Propositions

Wind

Klaster²,

Wilderom

2021

J of Leadership Studies

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A literature review is presented on the modes of effective network leadership within and between organizations. In total, 163 published studies, both empirical and conceptual, were parsed with regard to definitions, contexts, antecedents, and outcomes, leading to four propositions. A continuum of network leadership concepts, including shared and distributed leadership, is projected on two axes: one for the (individual actor and collective level) antecedents and one for the (type of desired) outcomes of network leadership. The new two‐by‐two model distinguishes four distinct network leadership roles: connecting, coaching, catalyzing, and consulting. The 4C network leadership model offers a set of practical roles and associated behavioral styles in different situations. Context‐moderated propositions conclude the review, to guide future empirical research on effective interorganizational and intraorganizational network leadership.

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Section: Results: Network Leadership Conceptsmentioning

confidence: 99%

Leading Networks Effectively: Literature Review and Propositions

Wind

Klaster²,

Wilderom

2021

J of Leadership Studies

View full text Add to dashboard Cite

show abstract

“…That would be a fruitful setting for looking at the differences and similarities appearing in the views of people working at various positions within the same school contexts. That might reveal how teachers with different roles in relation to leadership experience leadership (Wan et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Finnish principals: Leadership training and views on distributed leadership

Lahtero¹,

Ahtiainen²,

LÃ¥ng³

2019

Educ. Res. Rev.

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This study looks at the views of Finnish comprehensive school principals on distributed leadership and presents discussion on the leadership training required by principals and looks at it in relation to the views of principals. In Finland the qualification requirements for principals are based on their experience as teachers, and studies in educational administration. In general, studies in leadership are not mandatory. In terms of distributed leadership, one relevant question is the way distribution happens. Is it based on delegation of tasks or does it happen in interaction between teachers and principal? The data were principals' responses to an electronic survey (n=71). The respondents represented 71 schools around Finland. The results showed that principals viewed distributed leadership differently depending on the type of question. In the Likert-scale questions they (n=71) emphasised distributed leadership as an interaction between principal and teachers and their situations, whereas in open-ended answers (n=44) the delegation had a bigger role. In terms of training background, the results indicate that principals (n=13) having university studies in educational leadership and administration emphasised more distributed leadership as an interaction than principals having other types of training. This paper poses questions concerning the content and structure of educational leadership training. Further, this study implies that there is a growing need to examine educational leadership in terms of training, and views concerning leadership structures and practices in schools.

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“…After constructing the 60-item survey through item pool generation and expert rating, it was administered to a sample of 120 participants using convenience sampling method. Although the first EFA had a smaller sample size, it helped “achieve a meaningful interpretation of the observed variables through the factors” (Wan et al , 2018, p. 113). Similarly, Brown et al (2005) administered a 48-item survey to 154 students, while Wan et al (2018) conducted a 64-item survey on 155 teachers.…”

Section: Procedures Of Scale Developmentmentioning

confidence: 99%

Constructing early childhood leadership models in China: a mixed-methods study

Wang

Ho²,

Lu³

et al. 2020

JEA

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PurposeThe purpose of this study is to construct a scale that is contextually suitable for measuring early childhood leadership in China.Design/methodology/approachFollowing a standard scale development procedure, both qualitative and quantitative research approaches were addressed. Qualitative data was collected from 21 semistructured interviews with formal and informal teacher leaders in Xiamen City, China. Using survey data of 120 respondents and 305 respondents, an exploratory factor analysis was conducted twice to determine the underlying factorial structure of the scale. A further sample of 317 respondents were used to test the latent structure and validity of the scale using confirmatory factor analysis.FindingsBased on the results from reliability and validity tests, this study indicates that the scale demonstrates sound psychometric properties. A three-factor model was determined, including staff management and development, peer learning and support and communication with parents.Originality/valueThe scale is the first of its kind for measuring early childhood leadership in China.

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Teachers’ perception of distributed leadership in Hong Kong primary schools

Cited by 22 publications

References 138 publications

Leading Networks Effectively: Literature Review and Propositions

Leading Networks Effectively: Literature Review and Propositions

Finnish principals: Leadership training and views on distributed leadership

Constructing early childhood leadership models in China: a mixed-methods study

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