Titlebook: Distributed Leadership; Different Perspectiv Alma Harris Book 2009 Springer Science+Business Media B.V. 2009 Educational Leadership.democra

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1572-3909 ipals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminol978-90-481-8195-7978-1-4020-9737-9Series ISSN 1572-3909 Series E-ISSN 2543-0130

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Taking a Distributed Perspective in Studying School Leadership and Management: The Challenge of Studearchers begin to accumulate evidence on distributed leadership in schools, an important intermediate step needs to be taken: the operationalization of concepts, or in other words, the translation of theory into measurement. It is this intermediate step that is the primary focus of this paper.

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Great Britain and Northern Irelandeithwood et al., 2009a). It is the leadership idea of the moment, even though its genesis can be traced back to the field of organizational theory in the mid 1960s (Barnard, 1968). Critics argue that distributed leadership is nothing more than a “new orthodoxy” which reinforces managerialist princip

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https://doi.org/10.1057/9780230271012empirical studies describing whether and how leadership is distributed. At this stage of its development, this literature has not seriously addressed the potential consequences nor the benefits of distributed leadership. In summarizing a recent edited volume on the subject, Leithwood et al. (2008) a

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https://doi.org/10.1057/9780230270879her and Brundrett, 2005; Storey, 2004). Nevertheless, systematic evidence is modest, at best, about the factors that influence the nature and extent of distributed leadership in schools, as well as the consequences of distributed patterns of leadership for schools and students. The study reported in

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https://doi.org/10.1057/9780230270879nce processes in school organization … to a mantra for reshaping leadership practice. More and more schools and school systems are attempting to develop distributed leadership. Increasingly, state education agencies and national education organizations are encouraging them to do it.

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Other International Organizations7; Dinham, 2007a, 2008b). In recent times there has been a movement away from traditional approaches to teachers’ professional learning towards more decentralised, contextualised forms of learning. (Dinham, 2007a).

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https://doi.org/10.1057/9780230270879t years, the idea of distributed leadership has evolved from a theoretical consideration of naturally-occurring social influence processes in school organization (e.g. Gronn, 2000; Spillane et al., 2001) to a mantra for reshaping leadership practice. More and more schools and school systems are atte