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首页> 外文OA文献 >The perceptions of Heads, middle leaders and classroom teachers about the effects of distributed leadership on teaching and learning: A study in selected schools in the West Midlands of England
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The perceptions of Heads, middle leaders and classroom teachers about the effects of distributed leadership on teaching and learning: A study in selected schools in the West Midlands of England

机译：关于分布式领导对教学和学习的影响的负责人，中层领导和课堂教师的看法：在英格兰西米德兰兹的选定学校进行的一项研究

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摘要

There has been a significant increase in interest in distributed leadership among policy-makers, practitioners and researchers in educational leadership over the past decade. Most of the literature has focused on distributed leadership as a leadership approach and has paid little attention to its effects on student learning outcomes. This study explores the perceptions of headteachers, middle leaders and teachers about the effects of distributed leadership on teaching and learning. The study uses semi-structured interviews with four headteachers, six middle leaders and eight teachers from two primary and two secondary schools in the West Midlands region of England. From these semi-structured interviews with eighteen participants, the study captures their perceptions of distributed leadership: what it means to them, how it is practised in schools and the perceived effects on teaching and learning. The findings show that distributed leadership has the support of leaders and teachers. They perceived it to have a positive effect on teaching and learning and the majority of practitioners believe that distributed leadership contributes to improvement in student learning outcomes. The participants’ responses also reveal that distributed leadership is believed to contribute to effective school leadership and involvement in decision making. The study identifies two interrelated yet competing principal approaches to the practice of distributed leadership. First, responsibilities are devolved across the school through formal mechanisms in a top-down manner. Second, was the emergent approach where bottom up influences were operational. Whilst the majority of the literature on distributed leadership promotes the latter approach, findings from this study reveal that the former is predominant in terms of how distributed leadership is practised in schools.
机译：在过去的十年中，决策者，从业者和研究者对教育领导力的兴趣日益浓厚。大多数文献都将分布式领导作为一种领导方法，而很少关注其对学生学习成果的影响。本研究探讨了校长，中层领导者和教师对分布式领导对教学的影响的看法。该研究采用半结构式访谈，对来自英格兰西米德兰兹地区两所小学和两所中学的四位校长，六位中层领导和八位教师进行了访谈。通过对18位参与者的半结构化访谈，该研究记录了他们对分布式领导的看法：这对他们意味着什么，在学校中如何实践以及对教与学的感知影响。调查结果表明，分布式领导在领导者和老师的支持下。他们认为这对教学具有积极作用，大多数从业者认为，分布式领导有助于改善学生的学习成果。参与者的回应还表明，分布式领导被认为有助于有效的学校领导和参与决策。该研究确定了两种相互关联但相互竞争的主要方法来实施分布式领导。首先，责任是通过自上而下的正式机制通过整个学校转移的。第二，出现了自下而上的影响在运作的新兴方法。尽管有关分布式领导的大多数文献都推广了后一种方法，但这项研究的发现表明，就学校如何实施分布式领导而言，前者是主要的。

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    Moyo Africa;

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  • 年度 2010
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