9,304 research outputs found

    Distributed Leadership: challenging five generally held assumptions

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    This article reports on a study exploring a distributed perspective on school leadership through three head teacher case studies conducted in Scottish primary schools. Drawing from a sequence of in-depth, semi-structured and narrative style interviews conducted with each head teacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff, the article analyses the experiences and the perceptions of head teachers. The paper finds that in practice, distributed leadership is more complex and challenging than often represented, challenging five generally held assumptions in the theoretical, policy and practice frames. Implications are drawn for educational leadership at both school and system levels

    The Challenges of Developing Distributed Leadership in Scottish Primary Schools:a 'Catch 22’

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    This article analyses the experiences and perceptions of headteachers taking forward a distributed perspective on school leadership. It reports on research conducted in Scottish primary schools through three case studies. It draws on findings from a sequence of headteacher interviews, staff questionnaire and sociometric analysis data. The article analyses the headteacher's role within a distributed perspective. It presents and discusses key findings which suggest that headteachers are caught in a ‘catch 22’, having both an enabling and constraining effect. Implications are drawn for educational leadership at both school and system levels

    [Review of] Joseph Hobbs. Bedouin Life in the Egyptian Wilderness

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    It is not often that a person can pick up a book and read it with clarity and understanding, especially ethnographic materials that attempt to describe peoples of various cultural orientations. Joseph Hobbs has managed to accomplish this task in an enlightening manner

    Distributed Leadership:Still in the gift of the headteacher

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    Contemporary efforts to reconceptualise the teaching profession in Scotland as seen with the Donaldson (2011) "Review of Teacher Education," the McCormac (2011) "Review of Teacher Employment" and the GTCS (2012) "Review of Professional Standards" are aligning themselves to certain principles. Among them, is the core principle that leadership should form an integral feature of the role of every qualified teacher. Teacher leadership is premised on a distributed perspective on leadership. However, defining leadership, distributed leadership and teacher leadership proves problematic. So too does the identification of the expectations and responsibilities related to discrete and complementary roles within school hierarchies within the suite of revised professional standards. This article takes as its focus the problematic nature of distributed leadership. It reports on a study exploring a distributed perspective on school leadership through three headteacher case studies conducted in Scottish primary schools. It draws from a sequence of in-depth, semi-structured and narrative style interviews conducted with each headteacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff. The article reports on six themes emerging from an analysis of the findings. The sixth dominant theme is discussed in detail. To a large extent, distributed leadership was found to be in the gift of the headteacher, actively encouraging, enabling and facilitating distributed leadership at individual and whole staff levels. Implications are drawn for educational leadership in relation to contemporary Scottish policy developments

    Leadership and management development in education

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