The Role of Sensemaking and Trust in Developing Distributed Leadership

Louis, Karen Seashore; Mayrowetz, David; Smiley, Mark; Murphy, Joseph

doi:10.1007/978-1-4020-9737-9_9

Cited by 62 publications

(58 citation statements)

References 35 publications

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“…Mayrowetz and colleagues offer a framework for studying the development of distributed leadership and the influence of organizational factors to promote distributed leadership as a theory-in-practice through work redesign (Louis, Mayrowetz, Smylie, & Murphy, 2009;Mayrowetz et al, 2007;. This approach asks followers in the organization to take up their roles and responsibilities in different ways, in different contexts (e.g., beyond the classroom), and for different purposes (i.e., focused on school-wide improvement).…”

Section: Leadership As a Distributed Phenomenonmentioning

confidence: 99%

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

Jackson

Marriott

2012

Educational Administration Quarterly

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Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher, principal, and school outcomes; school descriptors; and a school’s category in the Organizational Leadership Model. Theoretical Orientation: Ogawa and Bossert’s conception of leadership as an organizational quality serves as the theoretical foundation of this study, along with contemporary theories of distributed leadership, influence as leadership, and measurement of leadership. Data Source: This study draws teacher, principal, and school restricted-use data from the 2003-2004 Schools and Staffing Survey. The sample consists of 7,950 schools, their principals, and a random sample of teachers from each school. The school is the primary unit of analysis. Analysis: This study is conducted in two phases. In Phase 1, the Organizational Leadership Model (OLM) is tested for its ability to discriminate between teacher, principal, and school outcomes through a series of one-way ANOVA models. In Phase 2, a series of brr weighted ordered logit models explores the predictive power of school descriptors in determining the OLM category of schools. Findings: The analysis finds evidence that the Organizational Leadership Model is a robust measure of leadership as an organizational quality that effectively captures differences in school leadership contexts at the level of principals’ and teachers’ perceptions of their influence that precede task-oriented behaviors. Additionally, the study highlights the troubling relationship between schools serving high-need populations and those typified by low levels of school leadership. Implications for Research and Practice: The article identifies several avenues for future research to extend inquiry on the potential of the Organizational Leadership Model to develop additional nuance in discriminating between relationships among school contexts, leadership conditions, and teacher, principal, and school outcomes. The article further urges those implicit in maintaining the status quo of poor leadership accountability in schools, including those in the research community, to seek interventions at the level of principal and teacher perceptions of and professional standards for their practice.

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Section: Leadership As a Distributed Phenomenonmentioning

confidence: 99%

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

Jackson

Marriott

2012

Educational Administration Quarterly

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“…Así lo señalan López Yáñez y colaboradores (2011) en su estudio sobre diferentes escuelas en proceso de mejora, donde muestran cómo el cambio organizativo signifi cativo requiere de una narración colectiva de la historia del centro, que va construyendo una identidad compartida y un sentimiento de pertinencia entre el profesorado y en el resto de la comunidad educativa, previamente invisibles (Spillane y Diamond, 2007). Así pues, estudios previos corroboran la necesidad de una cultura institucional y una política decidida de comunicación que dé sentido a las iniciativas innovadoras, de manera que genere al mismo tiempo un cambio en las prácticas y en el relato que se hace institucionalmente de las mismas (Louis et al, 2009). En este sentido, el papel de los equipos directivos es fundamental para el cambio en la escuela (Ainscow, 2013) para la búsqueda de consensos, la creación de signifi cados compartidos y de un clima de confi anza y apoyo al profesorado que facilite el diálogo y la negociación.…”

Section: Discusión Y Conclusionesunclassified

Possibilities and Limits to Build an Institutional Culture from the Classroom Practices Shared: the Case of Inclusive Intercultural Education

García

Ciges

Peiro

2016

Estudios sobre Educación

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“…Para que el liderazgo distribuido sea posible se requiere el tiempo necesario para que los profesores se reúnan y planifi quen juntos, discutan sus temas (Harris, 2003), se introduzcan en proyectos de investigación-acción con ricas oportunidades para su desarrollo profesional (Day y Harris, 2002), que exista un ambiente de confi anza y respeto que propicie la participación e implicación de todos el profesorado (Seashore Louis et al, 2009;López Yáñez, 2010;Slater, 2008), y adquieran un compromiso con la mejora y el cambio adoptando roles de liderazgo. Pero los profesores suelen preferir la comodidad de rutinas bien establecidas, y como seña-la nuestra investigación, no quieren comprometerse y participar activamente.…”

Section: Discusión Y Conclusionesunclassified

Distributed Leadership and Capacity for Improvement of Secondary Schools

Santaella¹,

Fernández²,

Real³

2016

Estudios sobre Educación

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Palabras clave: directores; liderazgo distribuido; enseñanza secundaria; mejora escolar. Abstract:The article we submit is an approach to the study of leadership on secondary schools and seeks to verify the presence or absence of distributed leadership arranged in a sample of 24 secondary schools in the Granada province. Applying a mixed methodology in which self-analysis outlines and semi-structured interviews are combined, it comes to the conclusion that the actual leadership model in the analysed secondary schools sample is a bureaucratic one supported by the fi gure of a director acting on his/her own. Although the sample used for the study is limited, the article encourages the refl ection on the need to defi ne the director fi gure as a key element in order to stimulate secondary schools' improvement capacity.

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The Role of Sensemaking and Trust in Developing Distributed Leadership

Cited by 62 publications

References 35 publications

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

Possibilities and Limits to Build an Institutional Culture from the Classroom Practices Shared: the Case of Inclusive Intercultural Education

Distributed Leadership and Capacity for Improvement of Secondary Schools

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