The Influences of National and Organizational Cultures on Teacher Perceptions of Distributed Leadership
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to examine the influences of national culture and organizational culture on teacher perceptions of distributed leadership (DL) in the context of US-accredited schools in Colombia. On a global scale, many schools and districts, as well as educational researchers, have begun to take a closer look at DL, a model of school leadership in which teachers participate directly in many or all of the school leadership functions. This paper demonstrates the motivators and inhibitors which have influenced the implementation of DL experiments in four English-speaking countries which share a common cultural and educational background: the US, UK, Canada, and Australia (CASK). Cross cultural empirical evidence from previous studies is used to propose a structural framework in which CASK teachers demonstrate a greater acceptance of DL than their Colombian counterparts, and in which Colombian teachers working in a US-accredited school demonstrate greater acceptance of DL than those who work in schools with predominantly Colombian organizational culture. A mixed-method study design is used to collect quantitative and qualitative data on the perceptions of teachers from a Colombian and from a CASK background regarding the involvement of teachers in supportive and supervisory school leadership functions. The findings indicate Colombian teachers to be more accepting of DL than their CASK counterparts, a conclusion in direct opposition to the study´s original structural framework. All teachers expressed a desire to share strengths to act as the strongest motivator for DL, and a lack of additional time to act as the strongest inhibitor. Suggestions are made for future practices by schools and for future research in the area of cross-cultural perceptions of leadership.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it