Pernyataan Implikasi dan

Nama Artikel Objektif Soalan Kajian Metode Dapatan Kajian

Masalah cadangan

Siva Kajian ini Untuk 1. Apakah Kajian ini berbentuk kualitatif 1. PERSOALAN KAJIAN 1 Kajian ini
Rabindarang & dilaksanakan menentukan pandangan tenaga dan teknik pengumpulan data Apakah pandangan tenaga pengajar menunjukkan bahawa
Yin Yin Khoo. untuk perkaitan di pengajar tentang dilaksanakan dengan kaedah temu tentang amalan kepemimpinan tenaga pengajar dalam
2014. memberikan antara amalan bual. Temu bual dilaksanakan distributif dalam pendidikan teknik dan pendidikan teknik dan
Refleksi sumbangan kepemimpinan kepemimpinan dengan menggunakan soalan vokasional? Daripada temu bual yang vokasional bersetuju
Tenaga khususnya yang bercorak distributif dalam separa berstruktur. Soalan separa telah dilaksanakan, dapatan kajian bahawa amalan
Pengajar berkenaan perkongsian iaitu pendidikan teknik berstruktur adalah berkonsepkan menunjukkan bahawa kepemimpinan kepemimpinan
Terhadap amalan kepemimpinan dan vokasional? semi-formal. Selain itu, teknik distributif diamalkan dalam pendidikan distributif dapat
Kepemimpinan kepemimpinan distributif dan persampelan bertujuan turut teknik dan vokasional. Kesemua mengurangkan tekanan
Distributif dan distributif dalam tekanan kerja 2. Apakah digunakan dalam kajian ini. responden menyatakan bahawa kerja.
Tekanan Kerja pendidikan teknik dalam pendidikan pandangan tenaga Empat responden telah kepemimpinan organisasi membantu
dalam dan vokasional teknik dan pengajar tentang dikenalpasti dan dipilih untuk sesi dan menyelesaikan masalah yang Kajian ini juga
Pendidikan dengan vokasional. tahap tekanan temu bual selaras dengan dihadapi oleh mereka. Malah membuktikan terdapat
Teknik dan menggunakan kerja dalam keperluan minima yang responden juga menyatakan bahawa perkaitan antara
Vokasional. kaedah kualitatif. pendidikan teknik diperlukan dalam kajian kualitatif kepemimpinan organisasi sentiasa kepemimpinan
Akademika dan vokasional? (Creswell & Clark 2011). Data menyokong dan menyelia tenaga distributif dengan
84(1&2) hasil temu bual dengan keempat- pengajar dalam organisasi. Malah tekanan kerja. Implikasi
2014:17-27 3. Adakah tenaga empat responden tersebut agihan kerja juga adalah dilaksanakan kajian menunjukkan
pengajar seterusnya dikumpulkan untuk secara sekata agar tidak tekanan kerja dalam
mengalami dianalisis. Analisis data temu bual membebankan. kalangan tenaga
tekanan kerja telah dilaksanakan dengan pengajar dapat
dengan amalan mentranskripsikan temu bual 2. PERSOALAN KAJIAN 2 dikurangkan dengan
kepemimpinan secara verbatim. Transkripsi ialah Apakah pandangan tenaga pengajar amalan kepemimpinan
distributif dalam hasil temu bual di antara penulis tentang tahap tekanan kerja dalam distributif.
pendidikan teknik dengan responden dalam bentuk pendidikan teknik dan vokasional?
dan vokasional? data mentah yang direkod dan Daripada temubual yang telah
kemudiannya ditulis semula. Data dilaksanakan, dapatan kajian
dikodkan dan dikategorikan menunjukkan bahawa tekanan kerja

1
 dengan proses reduksi. Proses
reduksi ini adalah berdasarkan
tema yang telah ditetapkan dalam
kajian. Tema ini dianalisis secara
berasingan untuk menjawab
persoalan kajian yang telah
ditentukan dalam kajian ini.
Pernyataan
Nama Artikel Objektif Soalan Kajian Metode
Masalah
2
wujud dalam pendidikan ini.
Responden-responden menyatakan
bahawa mereka menghadapi tekanan
pada tahap yang sederhana. Namun
begitu, mereka juga menyatakan
tekanan yang dihadapi dapat diatasi
dengan bantuan dan juga sokongan
yang diberikan oleh rakan sekerja dan
kepemimpinan organisasi. Tekanan
kerja ini berlaku disebabkan oleh
pelbagai faktor.
3. PERSOALAN KAJIAN 3
Adakah tenaga pengajar mengalami
tekanan kerja dengan amalan
kepemimpinan distributif dalam
pendidikan teknik dan vokasional?
Amalan kepemimpinan distributif telah
memberikan pelbagai kebaikan dan
kelebihan terhadap organisasi teknik
dan vokasional. Hal ini dapat dilihat
daripada pandangan-pandangan yang
diberikan oleh responden dalam kajian
ini. Dengan amalan kepemimpinan
distributif, tenaga pengajar kurang
tertekan dengan kerjaya mereka.
Perkara berkenaan dapat dilihat
daripada pandangan responden dalam
kajian yang dijalankan.
Implikasi dan
Dapatan Kajian
cadangan
Zuraidah Kajian ini Mengenalpasti i) Apakah tahap Kajian ini berbentuk deskriptif 1. Bahagian ini menjawab soalan Kesimpulannya,
Juliana Bt. menjadi satu perkaitan antara amalan korelasi yang mengaplikasi- berkenaan tahap amalan kepimpinan kepimpinan distributif
Mohamad peranan penting kepimpinan kepimpinan kan tinjauan keratan rentas (cross- distributif pemimpin sekolah serta terbukti berperanan
Yusoff, Dr. Siti untuk meneliti distributif dengan distributif sectional survey) berdasarkan soal hubungan dan pengaruhnya keatas penting dalam
Noor Bt. aspek persekitaran pemimpin- selidik yang dijawab oleh persekitaran sekolah. mempengaruhi
Ismail, Prof. kepimpinan sekolah di pemimpin responden. persekitaran sekolah
Madya Dr. distributif sekolah sekolah di 2. Pengaruh Kepimpinan Distributif dan kepentingan ini
Yahya B. Don. pemimpin -sekolah Malaysia? Teknik persampelan yang terhadap Persekitaran Sekolah. Secara dapat dilihat
2015. sekolah dalam menengah digunakan dalam kajian ini ialah statistiknya, R berganda (R=0.584; berdasarkan kepada
Pengaruh mem- kebangsaan. ii) Apakah tahap rawak berstrafikasi yang mana p<0.05) tidak sama dengan sifar. Maka hubungan dan pengaruh
Kepimpinan pengaruhi persekitaran sekolah- sekolah dikelompokkan dengan ini, persekitaran sekolah kepimpinan distributif
Distributif persekitaran sekolah-sekolah mengikut daerah. dipengaruhi secara signifikan oleh ke atas kualiti
Terhadap sekolah di Malaysia? dimensi-dimensi kepimpinan persekitaran sekolah
Persekitaran -sekolah di Kajian ini meliputi dua soal distributif pemimpin sekolah sebanyak yang dikaji.
Sekolah. Malaysia. iii) Adakah selidik utama iaitu soal selidik 58.4%.
The Asean terdapat Leadership Practice Inventory Dapatan Analisis Regresi Pengaruh
Journal of hubungan antara (LPI) (Kouzes & Posner, 2003) Kepimpinan Distributif terhadap
Knowledge kepimpinan bagi mengukur tahap amalan Persekitaran Sekolah. Merujuk kepada
Contribution distributif dengan kepimpinan distributif yang jadual tersebut, dimensi-dimensi
ISSN: 2286- persekitaran diamalkan oleh responden serta kepimpinan distributif pemimpin
828X Vol. 4, sekolah di soal selidik Teacher School sekolah didapati memberi pengaruh
No. 4 (2015) Malaysia? Environment Questionnaire yang signifikan kepada kualiti
09-19 (TSEQ) yang diadaptasi oleh persekitaran di sekolah berkesan
iv) Apakah Lemerle (2005) bagi mengukur melalui dimensi mempamerkan model
dimensi utama tahap persekitaran sekolah. (=0.371, p<0.05), memberi galakan
kepimpinan (=0.278, p< 0.05), menginspirasikan
distributif yang perkongsian visi (=0.271, p < 0.05),
memberi Analisis keboleh- membenarkan bertindak (=0.212, p <
pengaruh ke atas percayaan bagi pembolehubah 0.05), dan mencabar proses (=0.193,
persekitaran kepimpinan distributif p< 0.05). Gabungan dimensi-dimensi

3
 sekolah di mempunyai nilai alpha yang
Malaysia? tinggi iaitu =0.96, dan bagi soal
selidik persekitaran sekolah
mempunyai nilai alpha (=0.84).
Kesemua data yang diperoleh
dianalisis dengan menggunakan
prisian SPSS (Statistical Package
for the Social Science) versi 19.0.
tersebut menjadikan kepimpinan
distributif memberi pengaruh sebanyak
58.4% kepada kualiti persekitaran
sekolah dengan sumbangan pengaruh
tertinggi dari dimensi mempamerkan
model, diikuti dengan dimensi
memberi galakan, dimensi
menginspirasikan perkongsian visi,
dimensi membenarkan bertindak, dan
seterusnya dimensi mencabar proses.

Pernyataan Implikasi dan

Nama Artikel Objektif Soalan Kajian Metode Dapatan Kajian
Masalah cadangan

Azhar Harun, Kajian ini i. Mengenal pasti Bagaimana Kajian yang dijalankan Hubungan antara dimensi-dimensi Secara keseluruhan

4
Ramli Basri, dijalankan bagi tahap amalan kepemimpinan merupakan kajian yang bersifat kepemimpinan distributif; visi, misi dapatan menunjukkan
Zaidatol mengenalpasti kepemimpinan distributif kuantitatif dan menggunakan dan matlamat (X1); budaya sekolah bahawa tahap amalan
Akmaliah Lope tahap amalan distributif. menyokong kaedah tinjauan. (X2); perkongsian tanggungjawab kepemimpinan
Pihie & Soaib kepemimpinan ii. Mengenal pasti kepemimpinan (X3); amalan kepemimpinan (X4) dan distributif dan
Asimiran. distributif tahap amalan guru, adakah Kajian yang akan dijalankan kepemimpinan guru (Y) dianalisa kepemimpinan guru di
2016. pengetua dan kepemimpinan ianya berlaku dijalankan adalah berbentuk menggunakan pekali korelasi Pearson sekolah menengah
Hubungan kepemimpinan guru. dalam konteks perihal atau deskriptif di mana seperti yang dikehendaki oleh adalah pada tahap yang
antara Amalan guru di sekolah iii. sekolah data yang dianalisis diperolehi persoalan kajian. tinggi.
Kepemimpinan menengah Menentukan menengah di daripada soal selidik yang hubungan linear yang signifikan paling
Distributif khususnya di zon hubungan Malaysia? diedarkan kepada guru-guru. Set kuat diperolehi antara perkongsian Pengetua mempunyai
Pengetua dan timur kepemimpinan soal selidik adalah untuk tanggungjawab(X3) dan tahap amalan yang
Kepemimpinan Semenanjung distributif dan mengkaji kesedian amalan kepemimpinan guru (Y), (r = .832, p tinggi terhadap
Guru di Malaysia. kepemimpinan Kepemimpinan Distributif = .000). Pekali korelasi tinggi yang kepemimpinan
Sekolah guru. pengetua dan amalan positif .832 menunjukkan skor bagi distributif dan guru-
Menengah Didapati Kepemimpinan Guru mengikut perkongsian tanggungjawab meningkat guru mempunyai tahap
International berdasarkan persepsi responden guru, yang mengakibatkan perkara yang amalan kepemimpinan
Journal of kajian di dalam Bahagian A Maklumat sama berlaku terhadap kepemimpinan guru yang tinggi di
Education and dan luar negara, Responden, Bahagian B guru. Hubungan linear signifikan sekolah menengah di
Training bukti empirikal Kepemimpinan Distributif positif yang tinggi kedua diperolehi negeri-negeri Pantai
(InjET) 2(2) tentang hubungan Pengetua (Distributed Leadership daripada amalan kepemimpinan (X4) Timur Semenanjung
November: 1- secara langsung Readiness Scale (DLRS)) dan dan kepemimpinan guru, (r = .792, p Malaysia.
13 (2016) antara Bahagian C Kepemimpinan = .000). Diikuti oleh hubungan linear
kepemimpinan Guru (Teacher Leadership School signifikan positif yang tinggi juga iaitu
distributif dan Survey (TLS Survey)). budaya sekolah (X2) dan
kepemimpinan kepemimpinan guru (r = .741, p = .
guru adalah Data yang dipungut melalui 000). Akhirnya, didapati hubungan
terhad. Oleh yang pentadbiran soal selidik dianalisis linear signifikan positiff yang
demikian, kajian dengan menggunakan pakej SPSS sederhana daripada visi, misi dan
ini akan Version 19. matlamat (X1); dan kepemimpinan
meneroka guru (r = .637, p = .000).
hubungan

5
 kepemimpinan Secara keseluruhan, hubungan linear
distributif signifikan positif diperolehi daripada
pengetua dan dimensi-dimensi kepemimpinan
kepemimpinan distributif dan kepemimpinan guru (r =
guru khususnya .855, p = .000) yang menunjukkan
di sekolah bahawa jika skor bagi dimensi
menengah di zon kepemimpinan distributif meningkat
timur maka skor bagi kepemimpian guru
Semenanjung akan meningkat.
Malaysia

Pernyataan Implikasi dan

Nama Artikel Objektif Soalan Kajian Metode Dapatan Kajian
Masalah cadangan

6
Alma Harris. What do we know The purpose of How leaders The paper draws upon a wide 1. Distributed leadership: what we To improve the life
Distributed about distributed this paper is to interact is range of research literature to know. chances of young
leadership: leadership and focus on considered to be explore the available empirical Distributed leadership is increasingly people in all settings
implications organisational distributed more important evidence about distributed been seen as a contributor to this will require
for the role of outcomes and leadership in than the nature of leadership and organizational organisational growth and success. changing our schools,
the principal what, if any, are schools and their leadership outcomes. The analysis focuses From a distributed perspective, it is our school systems and
2012. the implications explore the roles, particularly on the evidence base the nature and the effects of leadership our leadership models.
Journal of for principals? implications responsibilities concerning distributed leadership practice that matter. In England, a
Management arising from this or functions. and student learning outcomes. recent study of school transformation It will require
Development model of While is has shown that distributed leadership relinquishing
Vol. 31 No. 1, leadership for important to is a key component of success and organisational
2012 pp. 7-17 those in formal know what highlights how this was associated structures and
leadership leaders actually with higher performance and gains in associated leadership
positions. It do, and there is a achievement. In all the school cases, practices that simply
considers how great volume of the principals had deliberately shared are no longer t for
the role of the literature on this leadership responsibilities in order to purpose.
principal, in particular support innovation and change. This
particular, is subject, was a very conscious and deliberate Meeting the
affected and analysing and strategy by the principals to extend educational needs of
changed as understanding and build leadership capacity within twenty-rst century
leadership is patterns of the schools. schooling will require
more widely inuence from a Despite words of caution from many in greater leadership
shared within the distributed the research community, distributed capability and capacity
organization. perspective, it is leadership is clearly being advocated within the system than
argued, gets us and endorsed in educational policy ever before.
much closer to around the world. This is both good
the practice of news and bad news. However, the It will demand that
leadership. caveat is that just distributing principals concentrate
leadership is not enough, it is how their efforts on
leadership is distributed that matters. developing the

7
 Distributed leadership in not
intrinsically a good or bad thing. It
depends upon the purpose of the
distribution and most importantly, the
role the principal plays in the
distribution.
2. Putting distributed leadership to the
empirical test. The chameleon-like
quality of the term distributed
leadership immediately invites both
misinterpretation and
misunderstanding. Part of the problem
is that the term is an elusive concept.
It tends to slide between descriptive,
analytical and normative or applied
interpretations. Apart from issues of
denition, another problem with
distributed leadership is its popular
positioning as the antithesis of top-
down, hierarchical leadership. This
misinterpretation is unhelpful. While
distributed leadership is certainly an
alternative way of understanding
leadership practice and can certainly
be positioned in relation to top-
down models of leadership, it is not
the simply the opposite of formal
autocratic leadership. Distributed
leadership encompasses both formal
and the informal forms of leadership
8
leadership capability
and capacity of others.
Spreading leadership
responsibilities too
widely and thinly can
be counter-
productive.
The accumulation of
school leaders is not
the same as
distributing leadership.
It is not an issue of
numbers but rather one
of leadership quality.
The central challenge
now is to develop,
foster and actively
encourage new,diverse
and distributed models
of leadership that can
transform schools and
school systems.
 practice within its framing, analysis
and interpretation. .However,if
leadership is construed as interaction
and the aggregate of a complex set of
social processes then the
methodological challenges increase
exponentially. It is without question,
more difcult to investigate distributed
leadership because of the multiple
sources of inuence. But it is not
impossible. Clearly, the data collection
methods need to be more sophisticated
and nuanced to capture distributed
leadership practice.
The emerging evidence reinforces that
distributed leadership has a greater
impact upon organizational
development where certain structural
and cultural barriers are in place.
These ndings are substantiated by the
organizational development and
improvement literature. Within this
literature is the strongest indication
yet that distributed leadership has the
potential to positively inuence
organizational change and student
learning outcomes.

3. Distributed leadership and student

learning outcomes. There are a limited
number of studies that have explicitly

9
 explored the relationship between
distributed leadership and learning
outcomes. However, we have some
evidence. Two studies, in particular,
offer a useful starting point in
highlighting what we know about
distributed leadership and student
learning outcomes. The rst study by
Leithwood and Jantzi suggest that
distributing a larger proportion of
leadership activity to teachers has a
positive inuence on teacher
effectiveness and student engagement.
They also note that teacher leadership
has a signicant effect on student
engagement that far outweighs
principal leadership effects after
taking into account home family
background. The second study by
Silins and Mulfords also provides
conrmation of the key processes
through which more distributed kinds
of leadership inuence student
learning outcomes. Their work
concluded that student outcomes are
more likely to improve when
leadership sources are distributed
throughout the school community and
when teachers are empowered in areas
of importance to them. Other studies
have also demonstrated a positive

10
 relationship between distributed
leadership and student learning
outcomes. A study of teacher
leadership conducted in England
found positive relationships between
the degree of teachers involvement in
decision making and student
motivation and self-efcacy. This study
explored the relationship between
teacher involvement in decision
making within the school and a range
of student outcomes. These ndings
show a positive relationship between
distributed leadership and student
engagement. In addition, both teacher
and student morale improved where
teachers felt more included and
involved in decision making within the
school. However, we need to know
more about the unintended
consequences and limitations of
distributed leadership before offering
any advice or prescription. It is
important to understand the
limitations and pitfalls as well as the
opportunities and potential of this
new model of leadership practice.
The methodological challenges in
addressing these questions are
extensive.

11
 Pernyataan Implikasi dan
Nama Artikel Objektif Soalan Kajian Metode Dapatan Kajian
Masalah cadangan

Dr Richard 1. I will explore The aim of this According to 1. Ontology 1. The theoretical origins of It has been
Bolden. the lineage of the paper is to Spillane and Whilst DL rejects the notion that distributed leadership. Whilst it is only demonstrated that the
Distributed concept of DL review Diamond (2007b, leadership resides within really since the turn of the millennium concept of DL bears
Leadership In and its recent conceptual and p. 7) a individuals in preference for a that the concept of DL has been widely many similarities to
Organizations: rise to empirical distributed relational ontology, it stops short embraced by scholars and notions such as
A Review Of prominence. literature on the perspective on of challenging the underlying practitioners, the origins of the shared, collective,
12
Theory And 2. I will explore concept of leadership building blocks of leadership concept go back quite a bit further. In collaborative,
Research. the emergence of distributed involves two theory or whether, indeed, tracking the theoretical origins of DL emergent and co-
2011. DL as a discrete leadership (DL) aspects the leadership can (or should) be a number of key concepts are leadership and has
Accepted for body of in order to leader plus conceived of as a distinct concept commonly cited. Spillane et al. some common
publication in literature, identify its aspect and the at all. (2004), for example, identify theoretical and
International reflecting on its origins, key practice aspect. distributed cognition and activity practical origins.
Journal of relative usage in arguments, and The leader-plus 2. Research Methode. theory as the conceptual foundations Despite this, there
Management relation to areas for further aspect Following on from the account of their particular account of DL. The remain some
Reviews, Vol alternative work. acknowledges given above about the need for first of these concepts represents significant differences
13, Issue 3, conceptions of and takes increased recognition of the human cognition and experience as in how these concepts
2011. leadership as a account of the primacy of contextual factors in integrally bound up with the physical, are utilised and their
shared process. work of all the shaping both how leadership social and cultural context in which it relative prevalence
3.I will review individuals who practice occurs and is occurs. The second approach within different parts of
the main have a hand in understood, considerable care highlights the manner in which human the literature.
theoretical leadership and needs to be given to the manner activity is both enabled and
developments in management in which DL research is constrained by individual, material, From a review of DL
this field and the practice rather conducted and interpreted. cultural and social factors. literature in schools
manner in which than just those in Mayrowetz (2008, p.
these ideas have formally The evidence from this review 2. Distributed leadership: An idea 424) proposes that
been embraced designated supports a shift in focus from whose time has come? there are four common
and applied leadership simply studying how leadership is Together these findings indicate that usages of the term
within different roles. The distributed to a contextually whilst the concept of DL has made distributed leadership,
sectors and practice aspect situated exploration of how substantial headway in the past which include the
contexts. foregrounds the distributed and focused forms of decade, its popularity remains very original descriptive
4. I will explore practice of leadership interact with one much restricted to particular theoretical lens and
the empirical leading and another within a hybrid geographic and sector areas. Whilst it three prescriptions for
evidence from managing [ configuration of practice (Gronn, may be relatively easy to speculate how sharing leadership
research into DL and] frames it 2008b, 2009, 2010). Such an reasons for these differences in schools can improve
within as a product of approach would require detailed practice. From the
organisations, the interactions ethnographic studies of 3. Distributed leadership and related evidence in the current
highlighting of school leaders, leadership practices and concepts. paper I would endorse

13
some common followers, and discourses in situ, as well as a I will consider a number of different these views to suggest
themes and areas aspects of their multi-level approach to research concepts relating to the distribution of that a purely
of difference. situation. (Yammarino and Dansereau, leadership within organisations, and descriptive approach is
5. I will reflect on According to 2008) the manner in which they tend to be of limited use in
the direction in these authors, utilised. Leithwood et al. (2009b, p. 1) enhancing leadership
which the field together these 3. Development, reward and suggest that for the majority of authors practice, whist a
seems to be aspects of recognition of leaders. DL can be considered to incorporate normative approach
headed and leadership offer To this extent structural and shared, democratic, dispersed, and may inadvertently end
priorities for an analytical situational factors are other related forms of leadership. up promoting
further framework for constitutive elements of From this perspective, DL tends to be inappropriate,
investigation. examining the leadership practice (Spillane et considered from a normative ineffective and
day-to-day al., 2004), as are the perspective, as a means for enhancing potentially unethical
practice of contributions of multiple actors, the effectiveness of, and engagement practices.
leadership and not just those in formal with, leadership processes.
management managerial roles. Such insights A number of other authors (including The key contribution of
rather than have important implications for Spillane and Gronn), however, take an DL, it would seem, is
dwelling on the manner in which leadership is explicitly descriptive approach, in not in offering a
leaders and recognised, rewarded and which they argue that DL offers an replacement for other
leadership developed within organisations analytical framework through which accounts, but in
structures, yet fail to have seriously we can assess and articulate the enabling the
functions and impacted upon much practice in manner in which leadership is (and is recognition of a variety
roles. this area. James et al. (2007) not) distributed throughout of forms of leadership
and Ross et al. (2005a, 2005b) organisations. Such authors go to in a more integrated
outline the need for a more lengths to argue that whilst leadership and systemic manner.
systemic approach to leadership may be shared and/or democratic in The potential ability of
development that situates this certain situations, this is not a DL to achieve this,
activity as part of a wider change necessary or sufficient requirement for however, is somewhat
process. Busher (2005), Loder it to be considered as distributed. limited by its restriction
and Spillane (2005) and others Furthermore, they suggest that DL is to particular contexts
draw attention to the importance not an alternative or replacement for and locations which
of identity work (Sveningsson individual/focused leadership and that leaves it somewhat

14
and Alvesson, 2003) in enabling
people to work through
potentially competing identities in
relation to leadership work.
Louis et al. (2009) and Simkins
(2005) highlight the importance
of collective sensemaking and the
establishment of trust in
developing effective models of
DL.
15
distribution per se is not necessarily detached from the
related to more effective or efficient wider leadership
leadership. Harris (2009) concludes literature5, with the
that DL has been well received within apparent juxtaposition
schools because it has normative, with shared
representational and empirical power leadership a particular
within this context - both describing area for concern.
leadership as it is and as it should be.
In the same way as leader-centric
perspectives reduce our ability to
recognise factors beyond the To be truly successful
individual, a poorly defined concept of and to achieve the
DL may render it difficult to impact that it promises
differentiate the specific contributions the concept of DL
of particular actors and/or aspects of really needs to connect
the situation. in a meaningful way
with the experiences
4. Patterns and outcomes of and aspirations of
distributed leadershipy leadership
It is often some form of external practitioners (Harris
pressure that prompts efforts to and Spillane, 2008), as
distribute leadership more broadly, for well as explicitly
example, pressure to improve recognising the
disappointing school performance, inherently political
introduction of new policies and nature of leadership
programmes requiring new teaching within organisations
and learning capacities. Greater and imbalances in the
distribution of leadership outside of distribution of power
those in formally established roles and influence
usually depends on quite intentional
intervention on the part of those in
 formal leadership roles. From this
perspective, the implementation of DL
cannot be considered as politically
neutral. It is motivated by a series of
expectations, assumptions and
agendas that, whilst at face value may
appear reasonable enough, may
actually serve to legitimise and
reinforce the domination of particular
individuals and groups over others.
Furthermore, by assuming that
leadership is something that can be
distributed and mapped in various
ways we risk reinforcing an
essentialist understanding of the
concept that is one of the very things
that DL offers the potential of
overcoming.

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