Variabilities and Dualities in Distributed Leadership

Abstract

This article examines the concept of distributed leadership, drawing from a systematic review of relevant literature commissioned by the National College for School Leadership (NCSL) and jointly funded by NCSL and the Open University’s Centre for Educational Policy, Leadership and Lifelong Learning (CEPoLL). The concept attracts a range of meanings and is associated with a variety of practices, with varying implications for organizational processes and values. The article highlights key variables that emerged from the literature review. It then elaborates one of the emergent themes—the distinction between structure and agency—and seeks to utilize this further as a means of illuminating the concept and practice of distributed leadership. In conclusion, areas for future research are identified.

The role of the associate dean in UK universities: distributed leadership in action?

“…While research on distributed leadership is well established in the literature on schools (see, for example , Gronn 2008;Lumby 2013;Mayrowetz 2008;Spillane et al 2007;Torrance 2013;Woods et al 2004), with Lumby (2013, p. 581) referring to it as 'the theory of choice for many', there has been surprisingly little research on this topic in the higher education sector (Bryman 2007b). This is the case even though, as previously argued, the notion of 'distributing leadership' in universities has become increasingly popular (Bolden et al 2009;Floyd and Fung 2017).…”

‘Doing’ Social Justice in Early Childhood: The Potential of Leadership

“…However, it would be wise to be mindful of the potential shortcomings of distributed leadership for the ECEC field. Siraj-Blatchford and Manni (2006) and Woods et al (2004) note the difficulties around the distribution of leadership to less qualified and inexperienced staff, and the potential for the positional leader to delegate too much responsibility, particularly when there is limited training and development. Nevertheless, with consideration to these limitations, we believe that distributed leadership can facilitate collective action to view diversity not as deviant, but rather as unique and specific (Goodwin et al, 2008).…”

“…In this way, a community might achieve unity through diversity (Freire, 1975). The disaggregation of leadership requires the subordination of individual objects to those agreed by the collective (Woods et al, 2004). However, it would be wise to be mindful of the potential shortcomings of distributed leadership for the ECEC field.…”

“…In addition, they are able to take the long-term view, seeking to build change over time. Siraj-Blatchford and Manni (2006) and Woods et al (2004) emphasise the role of leadership in creating a culture of collaborative dialogue and action research so that early childhood settings can engage in pedagogical practices which improve outcomes for children, particularly those children who are at risk of school failure.…”

Diferenciación pedagógica y participación democrática en el aula inclusiva: Estudio de casos múltiples

“…Los líderes formales (docentes) van delegando autoridad y responsabilidades a las familias y al alumnado, de tal manera que las funciones se reparten entre los miembros del aula, quienes se responsabilizan de llevarlas a cabo (Bennet et al 2003;González, 2003;Woods et al 2004;Murillo, 2006;Mujis y Harris, 2006). En el caso 1 se ha visto cómo el maestro propone desde un primer momento que sea el alumnado quien gestione el aula y el grupo.…”