Investigation of in-School Factors Affecting Distributed Leadership Practices

Year 2019, , 383 - 417, 29.10.2019

Çiğdem Çakır , Metin Özkan

https://doi.org/10.18009/jcer.584459

Cited By: 2

Abstract

The aim of this study is to identify the
distributed leadership levels in public secondary schools (under the Ministry
of National Education) and explore the in-school factors affecting distributed
leadership practices based on teachers’ opinions. The research is designed
based on a mixed approach. In the quantitative dimension, the sample group
consists of 736 teachers from 27 different secondary schools in the Gaziantep
Province. In the qualitative dimension, the focus group is composed of 24
participant teachers. The Distributed Leadership Scale was used to identify
distributed leadership levels of schools. In the qualitative dimension, a
semi-structured interview form developed by the researchers was applied as the
evaluation instrument. According to teachers’ opinions, the rarest subdimension
of distributed leadership at schools is the “common goals”, while the most
frequently seen is the “cooperation and trust” subdimension. The findings
obtained through interviews show that risk-taking, managerial support, learning
culture, accountability relations, communication, professional development,
facilitating role of the administration and the organizational culture are
positive factors that support distributed leadership, while absence of these
factors poses a barrier to management activities.

Keywords

Leadership, Distributed Leadership, Shared Leadership, Shared Management, Educational Administration

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