DISTRIBUTED LEADERSHIP IN EDUCATION: EMPOWERING TEACHERS AND SHAPING SCHOOL CULTURE

Abstract

For the current research, the researcher set out to explore the impact of distributed leadership in terms of teacher empowerment and effects on school culture. The first main objective was to assess the approaches considered by school leaders when distributing tasks. The researcher also investigated the various factors considered by the leaders when distributing tasks, specifically the qualifications they recognized. The third and fourth objectives revolved around the teacher's experience and perception of the distributive leadership framework. Finally, the researcher investigated how distributive leadership impacted the school culture. This study was done at Walker High School, where the researcher interviewed two administrators and 20 teachers. 11 of the 20 teachers were under distributive leadership, and the remaining 9 wished for an opportunity or were uninterested. This study takes a qualitative approach as the researcher focuses on the experiences, perceptions, and impact of distributive leadership on the workplace atmosphere in general. Data was collected through tape recording, then transcribed and prepared for analysis. The collected data was coded and presented under each objective. The study’s findings indicated that administrators take a formal or informal approach to task distribution. Among the most considered qualifications for assignment included past performance, collaboration and initiative, communication and reliability, and professional relationships at the workplace. While teachers under distributive leadership appreciate the opportunity for professional development, they believe the institution’s decision-making framework could be more inclusive to ensure fair task distribution. A major concern was the favoritism impacting task assignments, leading to the nine teachers being left out and some of them feeling resentment towards the system.