Distributed leadership with the aim of ‘reculturing’: a departmental case study

Melville, Wayne; Jones, Doug; Campbell, Todd

doi:10.1080/13632434.2013.849681

Cited by 19 publications

(17 citation statements)

References 21 publications

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“…Along with tolerance, patience and recognizing strengths and weaknesses (Muijs, 2007), especially mutual trust and open communication were recognized as the most salient emergent themes within the schools' social contexts. Findings also point out that distribution of leadership at schools seem to be a process of interaction and leadership functions are distributed through social interactions among administrators, teachers and students instead of sheer administrative action (Abrahamsen et al, 2015;Lee et al, 2012;Melville et al, 2014;Mitra, 2005;Spillane & Zuberi, 2009;Spovitz et al, 2010;Vennobo & Ottosen, 2011). Besides, the role and monitor of the formal leaders were explored to influence and direct the distribution of leadership practices throughout many empirical studies (Hulpia et al, 2009;Leithwood et al, 2007;Mascall et al, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…The effect of distributed leadership practices upon school improvement and students performance has been a hot topic among researchers of education; however, empirical investigations does not suggest a direct relation between distributed leadership and students performance, albeit with indications of indirect associations (Chang, 2011;Harris & Townsend, 2007;Leithwood & Mascall, 2008;Melville et al, 2014;Spillane & Zuberi, 2009;Supovitz & Sirinides, 2010). Though improving pupil outcomes indirectly through boosting teacher and student motivation by involving them in leadership processes seems possible; yet, no direct empirical connection has been established with improved pupil outcomes.…”

Section: Resultsmentioning

confidence: 99%

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A Review of Empirical Research on Distributed Leadership at Schools

Sivri

Beycioğlu

2017

Educational Administration: Theory and Practice

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ÖzPaylaşılan liderlik son yıllarda diğer alanlar gibi eğitim alanında da tartışılmaktadır. Kavram üzerine yapılan araştırmaların son on yılda gösterdiği sıçrama göz önüne alınarak bu çalışma kültürler arası bir bakışla eğitim alanında paylaşılan liderliğe dair 2005-2015 yılları arasında yapılan ampirik araştırmaları incelemeyi amaçlamıştır. Yazarlar, paylaşılan liderlik üzerine geliştirilen kavramsal modelleri de göz önüne alarak esasen ilgili liderliğin eğitim kurumlarındaki sahaya yansımalarına odaklanmıştır. 18 farklı ülkede gerçekleştirilen 43 ampirik araştırmanın incelendiği bu çalışmada, içerik analizi sonucu elde edilen kavramlar ve temalar ortaya konarak paylaşılan liderlik uygulamalarına incelenen bazı kritik sorulara yanıt aranmaktadır. Alanyazını temsil eden kaynaklardaki araştırmalara konu olan paylaşılan liderlik kavramına ve uygulamalarına ampirik verilerle ışık tutan bu inceleme, paylaşılan liderliğin birçok farklı ülkedeki okullarda yansımalarını da ele almaktadır. Ayrıca, son bölümde ampirik araştırmalardan çıkan bulgular ışığında paylaşılan liderliğin doğası tartışılarak okuldaki öğrenmeye olumlu katkı sağlamak için okulların hedefleri, değerleri ve kültürünün ortak bir vizyon çerçevesinde paydaşlarca paylaşılmasına yönelik önerilere yer verilmektedir. Anahtar sözcükler: Okul liderliği, paylaşılan liderlik, ampirik araştırma, kültürlerarası inceleme AbstractRecently distributed leadership is on the agenda of educational researchers. Considering the remarkable leap in the number of studies conducted for the past ten years, this review focused on the empirical studies in educational institutions carried out between 2005 and 2015, with a cross-cultural perspective. Keeping the conceptual models offered in the literature in mind, the reviewers attempted to shed lights on the reflections of distributed leadership on the ground. Throughout this narrative review, 43 empirical studies conducted in schools from 18 countries were scrutinized through content analysis. Answers were sought for some critical questions on practicing of distributed leadership by presenting the emerging themes and concepts. Furthermore, this article presented practices of distributed leadership at schools on various countries in the lights of the empirical findings of the studies the literature. Additionally, in the final section of the current review, the conceptualization of distributed leadership with empirical outline was discussed, and some recommendations were offered towards sharing school objectives, values in a frame of collective vision for contributing to learning at schools.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Review of Empirical Research on Distributed Leadership at Schools

Sivri

Beycioğlu

2017

Educational Administration: Theory and Practice

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“…There is thus an incentive for HODs to adopt a distributed leadership paradigm and use teacher agency (Sherer, 2008) in their own leadership roles. Melville, Jones and Campbell (2014) argue that leadership is not limited to formal positions and formal titles are not sufficient to achieve true distributed leadership. Very little is known about the way HODs go about doing their work and the perspectives they have on what the role should entail (Stephenson, 2010).…”

Section: Hod Role and Responsibilitymentioning

confidence: 99%

“…The fourth component focuses on how the HOD influences teaching choices through setting objectives with followers, planning and monitoring instruction, allocating resources and developing reflective practice on the outcome of instruction (Lai and Cheung, 2013). This is done using interpersonal skills to establish trusting and collaborative relationships, not only from formal activities but also through informal collegial activities (Melville et al, 2014;York-Barr and Duke, 2004). Subject departments are this means of influence.…”

Section: Leadership Workmentioning

confidence: 99%

Step children of the science department? The neglect of the Grade 8 and 9 natural sciences teachers in South African secondary schools

Malinga¹,

Jita²

2018

Educational Management Administration & Leadership

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To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS 1 ). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective.

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“…In working with the Program Branch, he also worked with a secondary science teacher, James, who was appointed as a School Resource Teacher with responsibilities for literacy development, FNMI education and teacher professional learning. James had also developed a provincial reputation for his capacity in applying the policy to science programs (Melville, Jones and Campbell, 2014).…”

Section: The Northern Rivers School Districtmentioning

confidence: 99%

Policy as praxis: Senior educators’ enactment of assessment policy reform

Hardy

Melville

2018

Power and Education

Self Cite

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This article reveals the multifaceted ways in which policy enactment was expressed as praxis in the context of assessment reform in Ontario, Canada. The research explores the way in which the Growing Success assessment policy was interpreted variously by different educators occupying senior roles within the district office in a single school district in northern Ontario. Drawing on neo-Aristotelian theorising, the research reveals how 'policy in practice' was expressed as a form of praxis, where such praxis is understood as morally committed and informed action oriented towards excellence in a field (in this case, education). While recognising the complexity of policy enactment, and how policy enactment can result in unforeseen and sometimes problematic outcomes, the research also reveals how policy enactment can have productive outcomes in relation to what are construed as the 'internal goods' of education. In the research presented, these productive outcomes included the capacity to facilitate teachers' learning within and across elementary and secondary school sites; a critical, constructive focus on standardised measures of student learning in relation to academic outcomes; and the enhancement of student learning opportunities via cultural inclusion, particularly in relation to First Nations, Métis and Inuit students. In this way, the research validates a conception of policy as praxis and foregrounds how policy enactment can be understood in ways that promote the intrinsic integrity of educational practice, and the need to draw on these 'internal goods' in such enactment.

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Distributed leadership with the aim of ‘reculturing’: a departmental case study

Cited by 19 publications

References 21 publications

A Review of Empirical Research on Distributed Leadership at Schools

A Review of Empirical Research on Distributed Leadership at Schools

Step children of the science department? The neglect of the Grade 8 and 9 natural sciences teachers in South African secondary schools

Policy as praxis: Senior educators’ enactment of assessment policy reform

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