TY - JOUR
T1 - Distributed leadership and school effectiveness in Egypt and Oman
T2 - an exploratory study
AU - Al-Harthi, Aisha Salim Ali
AU - Al-Mahdy, Yasser F.Hendawy
N1 - Publisher Copyright:
© 2017, © Emerald Publishing Limited.
PY - 2017
Y1 - 2017
N2 - Purpose: The purpose of this study is to examine teachers’ perceptions of the levels of distributed leadership (DL) practices and the indicators of school effectiveness (SE) in Egypt and Oman. It also investigated the role of accreditation on these perceptions. Design/methodology/approach: The study sampled 635 teachers in Egypt and Oman using the SE index (Hoy, 2009) and the DL scale (Özer and Beycioğlu, 2013). Findings: The average score of the perceived level of DL practices of school principal and SE indicators showed was below the agreeableness level. DL was shown to be a positive and significant predictor of SE. The Omani teachers had a significantly higher perception of the availability of DL in their schools and of their schools’ effectiveness than the Egyptian teachers. The results also gave support to the belief that the school accreditation process is a way to increase DL in schools and also to increase the indicators of SE. Practical implications: One implication of the findings is the need for training school principals on DL practices that can potentially enhance SE. Another implication is a wider adoption of accreditation practices. Originality/value: This study provides empirical evidence about teachers’ perceptions of the availability of SE and DL in schools in two Middle Eastern countries, Egypt and Oman. It also adds support to the belief in the importance of the role of accreditation in increasing SE and DL practices.
AB - Purpose: The purpose of this study is to examine teachers’ perceptions of the levels of distributed leadership (DL) practices and the indicators of school effectiveness (SE) in Egypt and Oman. It also investigated the role of accreditation on these perceptions. Design/methodology/approach: The study sampled 635 teachers in Egypt and Oman using the SE index (Hoy, 2009) and the DL scale (Özer and Beycioğlu, 2013). Findings: The average score of the perceived level of DL practices of school principal and SE indicators showed was below the agreeableness level. DL was shown to be a positive and significant predictor of SE. The Omani teachers had a significantly higher perception of the availability of DL in their schools and of their schools’ effectiveness than the Egyptian teachers. The results also gave support to the belief that the school accreditation process is a way to increase DL in schools and also to increase the indicators of SE. Practical implications: One implication of the findings is the need for training school principals on DL practices that can potentially enhance SE. Another implication is a wider adoption of accreditation practices. Originality/value: This study provides empirical evidence about teachers’ perceptions of the availability of SE and DL in schools in two Middle Eastern countries, Egypt and Oman. It also adds support to the belief in the importance of the role of accreditation in increasing SE and DL practices.
KW - Accreditation
KW - Distributed leadership
KW - Egypt
KW - Oman
KW - School effectiveness
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U2 - 10.1108/IJEM-05-2016-0132
DO - 10.1108/IJEM-05-2016-0132
M3 - Article
AN - SCOPUS:85027553100
SN - 0951-354X
VL - 31
SP - 801
EP - 813
JO - International Journal of Educational Management
JF - International Journal of Educational Management
IS - 6
ER -