Distributed Leadership Framework in Schools: Towards Maximizing Performance in Building Partnerships for School Improvement and Teacher Leadership Development By Eva Balbas Imingan
Although distributed leadership provides a theoretically-grounded framework to examine leadership practice, the concept is relatively new, lacks a widely-accepted definition, and has a limited empirical research base (Bennett, Harvey, Wise & Woods, 2003; Harris, 2004; Spillane, 2006; Timperley, 2005 as cited by Wright, 2008). In his articulation of the Distributed Leadership (2006), Spillane aims to make the “black box” of leadership practice more transparent – illuminating how and why leadership is naturally undertaken by multiple leaders in diverse contexts (Spillane, 2006; Wright, 2008). In today’s climate of heightened expectations, principals are on the hot seat to improve teaching and learning (De Vita 2005). Now and more than ever, there is a need for growing and developing leadership talents as they are the major priority in the 21st century education; making sure that the system possesses the very best leaders with appropriate skills and values to be able to support and develop others in meeting the challenges of managing change and educating new age learners as well. Given the complexities of the job, school leaders are expected to assume responsibilities in an ever-wider range of areas: instruction, school culture, management, strategic development, micropolitics, human resources, and external development (Portin, 2004 as cited by Giourokakis, 2010). Any one principal will have difficulty successfully managing all these areas on his or her own. Indeed, performing the task of being the school leader and manager in these times has become nearly impossible for a single individual to do. In the light of this predicament, scholars are looking beyond principal leadership that would help schools move towards development and change thus making way for the...
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