Leading instruction: The distribution of leadership for instruction

Spillane, James P.; Diamond, John B.; Jita, Loyiso C.

doi:10.1080/0022027021000041972

Cited by 135 publications

(130 citation statements)

References 4 publications

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“…More recent work on elementary schools suggests that leadership arrangements differ depending on the school subject. Recent work on K-8 schools shows that leadership arrangements and practice differ between language arts, mathematics, and science (Burch & Spillane, 2002;2004;Spillane, Diamond & Jita, 2003;Spillane, 2004). Rather than treating "teaching" as an undifferentiated construct, then, we see it as situated in particular school subjects.…”

Section: Anchoring the Workmentioning

confidence: 99%

Using social network methods to study school leadership

Pitts

Spillane

2009

International Journal of Research & Method in Education

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Section: Anchoring the Workmentioning

confidence: 99%

Using social network methods to study school leadership

Pitts

Spillane

2009

International Journal of Research & Method in Education

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“…Distributed leadership has recently attracted the attention of scholars, practitioners, and policy-makers to promote school improvement (Harris and Lambert, 2003;Harris and Muijs, 2005;Spillane, 2005;Spillane et al, 2003). Traditional leadership notions heavily premise upon the accounts of an individual who manages the system or structures (Harris, 2004).…”

Section: Distributed Leadershipmentioning

confidence: 99%

“…These studies typically adopted a principal-focused approach which regards leadership as an individual property instead of an organizational one (Hulpia et al, 2010). Recent years, however, have witnessed a shift in leadership paradigms from single-person or heroic leadership which places the responsibility of leading school processes only the accounts of school principals (Gronn, 2000;Harris, 2004;Harris and Lambert, 2003;Harris and Spillane, 2008;Spillane, 2005) and which restricts leadership to one person (Harris et al, 2007) to a distributed, dispersed or shared leadership approach (Gronn, 2000(Gronn, , 2009a(Gronn, , 2009bHarris, 2004;Harris and Spillane, 2008;Spillane, 2005;Spillane et al, 2003). Recent leadership approaches suggest that leadership is an organizational process (Ogawa and Bossert, 2000) and that each member of the organization should have the right and the responsibility to skillfully participate in school leadership practices (Harris and Lambert, 2003).…”

Section: Introductionmentioning

confidence: 99%

A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Kılınç

2014

JCT

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The purpose of this study was to determine the relationship between primary school teachers' perceptions on distributed leadership and organizational citizenship behaviors (OCBs). A total of 258 teachers employed in 14 primary schools located in Kastamonu, Turkey participated in this study. Data of the study was collected through "Distributed Leadership Scale" and "Organizational Citizenship Behavior Scale". Descriptive statistics, Pearson product-moment correlation coefficient and simple regression analysis were used to analyze the study data. Findings of the current study revealed that primary school teachers' perceptions of distributed leadership was positively and significantly related to teacher OCBs. Furthermore, distributed leadership was a positive and significant predictor of teacher OCBs. Results of the study were discussed in relation to practical implications in school settings.Keywords: distributed leadership; organizational citizenship; primary school; teacher IntroductionTeachers play a critical role in the designation, implementation, and evaluation of the most effective classroom practices for student learning and achievement (Harris and Lambert, 2003;Tsui and Cheng, 1999). In this regard, OCB is one of the constructs that has continued to interest scholars, practitioners, and policy-makers to influence school effectiveness and improvement (Feather and Rauter, 2004;Nguni et al., 2006;Oplatka, 2006;Organ, 1988Organ, , 1997Ölçüm-Çetin, 2004;Paine and Organ, 2000;Podsakoff et al., 2000;Sezgin, 2005). Teacher OCBs are crucial for schools as the construct relates to non-formally prescribed behaviors including teachers' exerting extra effort and time and taking the responsibility of school improvement individually (Hoy et al., 1991;Somech and Ron, 2007). It is therefore reasonable to suggest that there is a need for further studies investigating the relationship between OCB and other organizational and individual characteristics to contribute to a better understanding of the construct and to make practical implications for practitioners and policy-makers. As pointed out by DiPaola and Tschannen-Moran (2001), principals, teachers, and policy-makers will benefit from research on investigating and learning the variables that foster teacher OCBs to improve and sustain student achievement.

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“…Nitekim uygulamada bunun gerçekleştiğini Spillane, Hunt ve Healey (2009), inceledikleri yurtdışı araştırmalarda (Heller & Firestone, 1995;Spillane, Diamond & Jita, 2003;MacBeath vd., 2004;Spillane, 2006) saptamışlardır. Demek ki öğretmen liderliğinin yurtdışındaki okullarda uygulandığı bilinmektedir.…”

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Teachers’ perceptions and expectations of teacher leadership <p>Öğretmenlerin öğretmen liderliğine ilişkin algıları ve beklentileri

Bozkuş

Taştan²,

Turhan

2015

HumanSciences

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In the study, it is aimed to determine elementary and middle school teachers', who work in the central county of Kütahya, perceptions and expectations of their leadership roles, the existence and level of the correlations between their perceptions and expectations and to what extent these teachers exhibit teacher leadership. Differences in perceptions and expectations across variables such as gender, branch, seniority, graduated school type are also researched. Data were gathered using the "Teacher Leadership Scale" developed by Beycioğlu and Aslan (2010). Quantitative data on 623 scale forms gathered from the participants have been analyzed. Findings imply that at schools, teacher leadership was exhibited to a certain degree, and the expectations of teacher leadership were higher than the perceptions. Expectations of teacher leadership did not vary across branches while perceptions did vary. Classroom teachers had higher perceptions in the sub factors of vocational development and collaboration with colleagues. Female teachers had higher perceptions and expectations of teacher leadership than male teachers. It is concluded that the results of this Özet Çalışmada Kütahya ili merkez ilçesinde görev yapan ilkokul ve ortaokul öğretmenlerinin liderlik rollerine ilişkin algıları, beklentileri, algılar ile beklentiler arasındaki ilişkilerin varlığı ve düzeyi ile bu öğretmenlerin ne derece liderlik sergilediklerinin saptanması amaçlanmıştır. Cinsiyet, branş, kıdem, mezun olunan okul türü gibi değişkenlere göre algı ve beklentilerde farklılık olup olmadığının belirlenmesi de amaçlanmıştır. Beycioğlu ve Aslan (2010) tarafından geliştirilen "Öğretmen Liderliği Ölçeği" ile veriler toplanmıştır. Katılımcılara uygulanan 623 ölçek formundan elde edilen nicel veriler analiz edilmiştir. Bulgulara göre okullarda öğretmen liderliğinin belirli düzeylerde sergilendiği ve öğretmen liderliğine ilişkin beklentilerin algılardan daha yüksek olduğu saptanmıştır. Öğretmen liderliğine ilişkin beklentilerde branşa dayalı bir farklılık saptanmazken, algılarda branşa dayalı farklılıklara rastlanmıştır. Sınıf öğretmenlerinin, mesleki gelişim ve meslektaşlarla işbirliği boyutlarında diğer branşlara kıyasla daha yüksek düzeyde algıya sahip oldukları saptanmıştır. Kadın öğretmenlerin erkek öğretmenlere göre öğretmen liderliğine ilişkin algılarının ve 1 Res. Assist.,

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Leading instruction: The distribution of leadership for instruction

Cited by 135 publications

References 4 publications

Using social network methods to study school leadership

Using social network methods to study school leadership

A Quantitative Study of the Relationship between Distributed Leadership and Organizational Citizenship Behavior: Perceptions of Turkish Primary School Teachers

Teachers’ perceptions and expectations of teacher leadership <p>Öğretmenlerin öğretmen liderliğine ilişkin algıları ve beklentileri

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