Distributed Leadership in Secondary Schools.

Autor/inn/en	Leithwood, Kenneth; und weitere
Titel	Distributed Leadership in Secondary Schools.
Quelle	(1997), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Foreign Countries; Leadership Qualities; Principals; School Restructuring; Secondary Education; Secondary School Teachers; Teacher Administrator Relationship; Teacher Characteristics; Teacher Influence; Teacher Leadership; Canada + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Führungseigenschaft; Principal; Schulleiter; Schulreformplan; Schulumwandlung; Sekundarbereich; Lehrerfunktionsstelle; Kanada
Abstract	The study reported in this paper inquired about the extent to which perceptions of teacher leadership were influenced by factors similar to those that influence perceptions of transformational principal leadership. The study consisted of a survey of all staff members in one large school district and interviews with teachers in six secondary schools. First, analysis of survey data from 2,727 elementary and secondary teachers suggested that both principal and teacher leadership had a significant influence on important features of the school. Overall principal leadership seemed to be about a third stronger than teacher leadership. Second, the independent influence of teacher leaders was strongest (and stronger than the principal's influence) with respect to school planning, and the structure and organization of the school. Principal leadership exercised its strongest independent influence on planning, structure, and organization, as well as on school mission and school culture. Finally, interview data with secondary teachers painted a portrait of teachers viewed as leaders by their teaching colleagues in terms of their traits, capacities, and practices. The composite teacher leader was warm, dependable, self-effacing with a genuine commitment to the work of colleagues and the school, and had well-honed interpersonal skills. In addition, the teacher leader possessed the technical skills required for program improvement and used them in concert with a broad knowledge of education policy, subject matter, the local community, and the school's students. (Contains 48 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC