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Distributed Leadership in Schools, T...

Onukwugha, Pearl I.

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Distributed Leadership in Schools, Teacher Practices, and Student Learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Distributed Leadership in Schools, Teacher Practices, and Student Learning./
Author:	Onukwugha, Pearl I.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562449
ISBN:	9781303101052

Distributed Leadership in Schools, Teacher Practices, and Student Learning.
Onukwugha, Pearl I.

Distributed Leadership in Schools, Teacher Practices, and Student Learning. - 201 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2013.

Standard-based reform efforts that emphasize instructional improvement and student achievement as measures of leadership success have created changes in how schools are led. The challenges of school systems are such that no one leader can manage the demands of daily leadership responsibilities without considerable assistance from the school staff. The purpose of this qualitative case study was to explore the connection between the implementation of distributed leadership dimensions, teacher practices, and student learning in schools with small learning communities. Three research questions guided the study to explore 50 case studies on the connection of distributed leadership, teacher practices, and student learning in high and low-performing schools. Data collection using content analysis and data analysis with pattern recognition yielded eight themes: shared vision; positive school culture and climate of trust; principal visibility; teacher empowerment; leadership practice; data-driven instruction; teachers as instructional leaders; and investment in professional development. The findings of the study indicated that many more high-performing schools were continually engaged with the dimensions of distributed leadership as compared to low-performing schools. The results of this study revealed that student achievement tends to exist in an environment characterized by shared decision through distributed leadership, a positive culture of trust and collaboration, group goal acceptance, teacher efficacy and knowledge through data driven professional development, and principals' distributed leadership practices.

ISBN: 9781303101052Subjects--Topical Terms:

1035576
Education, Leadership.

Distributed Leadership in Schools, Teacher Practices, and Student Learning.
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020 $a 9781303101052
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245 1 0 $a Distributed Leadership in Schools, Teacher Practices, and Student Learning.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Gayle Grant.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2013.
520 $a Standard-based reform efforts that emphasize instructional improvement and student achievement as measures of leadership success have created changes in how schools are led. The challenges of school systems are such that no one leader can manage the demands of daily leadership responsibilities without considerable assistance from the school staff. The purpose of this qualitative case study was to explore the connection between the implementation of distributed leadership dimensions, teacher practices, and student learning in schools with small learning communities. Three research questions guided the study to explore 50 case studies on the connection of distributed leadership, teacher practices, and student learning in high and low-performing schools. Data collection using content analysis and data analysis with pattern recognition yielded eight themes: shared vision; positive school culture and climate of trust; principal visibility; teacher empowerment; leadership practice; data-driven instruction; teachers as instructional leaders; and investment in professional development. The findings of the study indicated that many more high-performing schools were continually engaged with the dimensions of distributed leadership as compared to low-performing schools. The results of this study revealed that student achievement tends to exist in an environment characterized by shared decision through distributed leadership, a positive culture of trust and collaboration, group goal acceptance, teacher efficacy and knowledge through data driven professional development, and principals' distributed leadership practices.
590 $a School code: 1582.
650 4 $a Education, Leadership. $3 1035576
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710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 74-09A(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562449