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Exploring distributed leadership among teachers
Illeperuma, Kaushalya
Illeperuma, Kaushalya
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Sri Lanka
Abstract
Context: The study explores distributed leadership among teachers at Leeds International School in Sri Lanka, which has been providing English-medium education since 1999, addressing educational disparities in regions lacking access to commercial cities. The school emphasizes multicultural engagement, sports, and leadership development, and aims to establish high educational standards across its 15 branches.
Aims: The primary aim of the research is to investigate the effects of distributed leadership on teacher professional development, classroom management, and collaboration among educators. The study seeks to gather feedback from both teachers and school administrators to understand the impact of distributed leadership initiatives within the school environment.
Methods: A mixed-method approach is employed, incorporating qualitative and quantitative techniques. Data is gathered through focus group discussions involving five teachers and two sectional heads, questionnaires administered to 30 teachers and 20 school leaders, and reflective journals documenting educators' experiences. The sampling method is stratified to ensure a balanced representation, although the research is limited to one branch, potentially affecting generalizability.
Findings: The study reveals that mentoring significantly enhances new teachers' confidence and professional growth, with 82% of mentees reporting improvements in teaching strategies. Participants indicate that distributed leadership fosters collaboration and improves classroom management. However, challenges such as limited knowledge sharing and resources hinder progress. Administrators express expectations that distributed leadership will enhance teacher autonomy and overall school performance.
Implications: Other educators may learn from the study's implementation of a structured mentor-mentee program, which has proven effective in supporting newly appointed teachers. The findings suggest that ongoing mentorship fosters an environment conducive to professional growth and collaboration, while also highlighting areas requiring attention to maintain consistency and effectiveness in mentorship practices. Access to resources and structured collaboration efforts are essential for maximizing the impact of distributed leadership initiatives in educational settings.
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Keywords (free text)
distributed leadership, teacher professional development, mentoring, classroom management, collaboration