Abstract
In current developments concerning school leadership, the assumption of a single individual taking responsibility for and controlling every single aspect of running a school from the most crucial concern to the most trivial has been put on trial. In the modern approach to school administration, a distributed leadership model is proposed and introduced as a source of empowering teachers towards collective responsibility, creating accountability and developing a sense of encouragement for participating in the decision-making process. However, with the application of these theories in school sectors, the question remains as to whether the implications of sharing or distributing school leadership power were considered when the model was first created. In other words, at a minimum deep deliberation is required during the application due to the potential impacts or repercussions that sharing or distributing leadership and power might have on the role and position of principalship. This paper sheds light on the effectiveness of distribution and shared leadership in a school setting, examining the level of power to be shared, and the extent of trust and professional training given to teachers prior to power distribution.
| Original language | English |
|---|---|
| Title of host publication | Teacher Empowerment Toward Professional Development and Practices |
| Subtitle of host publication | Perspectives Across Borders |
| Publisher | Springer Singapore |
| Pages | 43-58 |
| Number of pages | 16 |
| ISBN (Electronic) | 9789811041518 |
| ISBN (Print) | 9789811041501 |
| DOIs | |
| Publication status | Published - Apr 22 2017 |
Fingerprint
ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Sharing school leadership : Principalship empowerment or relegation? / Amzat, Ismail Hussein.
Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders. Springer Singapore, 2017. p. 43-58.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Sharing school leadership
T2 - Principalship empowerment or relegation?
AU - Amzat, Ismail Hussein
PY - 2017/4/22
Y1 - 2017/4/22
N2 - In current developments concerning school leadership, the assumption of a single individual taking responsibility for and controlling every single aspect of running a school from the most crucial concern to the most trivial has been put on trial. In the modern approach to school administration, a distributed leadership model is proposed and introduced as a source of empowering teachers towards collective responsibility, creating accountability and developing a sense of encouragement for participating in the decision-making process. However, with the application of these theories in school sectors, the question remains as to whether the implications of sharing or distributing school leadership power were considered when the model was first created. In other words, at a minimum deep deliberation is required during the application due to the potential impacts or repercussions that sharing or distributing leadership and power might have on the role and position of principalship. This paper sheds light on the effectiveness of distribution and shared leadership in a school setting, examining the level of power to be shared, and the extent of trust and professional training given to teachers prior to power distribution.
AB - In current developments concerning school leadership, the assumption of a single individual taking responsibility for and controlling every single aspect of running a school from the most crucial concern to the most trivial has been put on trial. In the modern approach to school administration, a distributed leadership model is proposed and introduced as a source of empowering teachers towards collective responsibility, creating accountability and developing a sense of encouragement for participating in the decision-making process. However, with the application of these theories in school sectors, the question remains as to whether the implications of sharing or distributing school leadership power were considered when the model was first created. In other words, at a minimum deep deliberation is required during the application due to the potential impacts or repercussions that sharing or distributing leadership and power might have on the role and position of principalship. This paper sheds light on the effectiveness of distribution and shared leadership in a school setting, examining the level of power to be shared, and the extent of trust and professional training given to teachers prior to power distribution.
UR - http://www.scopus.com/inward/record.url?scp=85033977121&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85033977121&partnerID=8YFLogxK
U2 - 10.1007/978-981-10-4151-8_3
DO - 10.1007/978-981-10-4151-8_3
M3 - Chapter
SN - 9789811041501
SP - 43
EP - 58
BT - Teacher Empowerment Toward Professional Development and Practices
PB - Springer Singapore
ER -