Distributed Leadership and its Relationship with School Culture
Notice bibliographique
Résumé
Distributed leadership in schools is formed and developed by the interactions that take place between the various informal and formal leaders in schools. Distributed leadership is effective when it is accepted by staff who are motivated to collaborate for the improvement of their school. School culture is important in this regard, as it sets the tone for attitudes, perspectives, dress code, and behaviour of leaders, staff, students and even community. In turn, distributed leadership can also affect the culture through the development and maintenance of norms, traditions, and myths. Thus, a reciprocal relationship between distributed leadership and school culture needs to be examined. \nThe purpose of this project was to explore the perceptions of a school’s administrative and teaching staff regarding the extent at which leadership has been distributed, as well as the perceived relationship between distributed leadership and their school’s culture. A qualitative method was used, and was framed in a case- study format, consisting of seven in-depth, semistructured interviews with open-ended questions conducted with two administrators and five teachers in one elementary school in a faith-based publicly funded school board in Ontario. \nFindings from the administration and staff were analyzed according to the following themes: 1) organizational structures, 2) support and development, 3) collaboration, 4) motivation, 5) challenges, and 6) in/out groups. Data analysis revealed that administrative staff believed that for their model of distributed leadership to function, they were very dependent on whether or not the staff could be motivated to participate and volunteer the time and skills needed. Additionally, the administration seemed to rely more heavily on certain staff than others, creating a situation for in and out-groups at the school. Such in and out-groups at the school were found to have both positive and negative effects. With regard to the teachers, collaboration and \nii \nmotivation were two themes that played the most important role in the implementation and continued development of distributed leadership at Weston Catholic Elementary School [pseudonym]. Additionally, the teachers noted that with distributed leadership there was a greater focus on teacher freedom and their strengths and skills when it came to volunteering or other assigned roles. Finally, the data analysis pointed to a positive and beneficial relationship between distributed leadership and the school’s culture. By creating the distributed leadership model, teachers were provided with a variety of leadership opportunities, which in time, seemed to blossom into more impactful and formalized leadership roles.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,017 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,004 | 0,006 |
| Communication savante | 0,007 | 0,002 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».