Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on ... more Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on distributed leadership. A total of 203 comprehensive and secondary school teachers responded to an online survey that investigated the following aspects within the Finnish school context: leadership structures and power distance, leadership as a resource, leadership as an agency, and motivators and demotivators underlying teachers’ participation in leadership tasks. The survey results showed that Finnish schools did not have a one common leadership structure. The resource and agency distributions showed both alignment and misalignment. In particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
This article provides a meta-analysis of research conducted on distributed leadership from 2002 t... more This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) (Distributed Leadership: A Desk Study, , which identified two gaps in the research during the 1996-2002 period. The review found that the studies had been unable to conceptualise distributed leadership or empirically outline its application. The two research gaps identified by constitute the focus of the present review, which attempts to determine whether recent research has been able to fill these gaps. Based on the findings of the present meta-analysis, the authors recommend directions for future studies on distributed leadership.
Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on ... more Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on distributed leadership. A total of 203 comprehensive and secondary school teachers responded to an online survey that investigated the following aspects within the Finnish school context: leadership structures and power distance, leadership as a resource, leadership as an agency, and motivators and demotivators underlying teachers’ participation in leadership tasks. The survey results showed that Finnish schools did not have a one common leadership structure. The resource and agency distributions showed both alignment and misalignment. In particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
This article provides a meta-analysis of research conducted on distributed leadership from 2002 t... more This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) (Distributed Leadership: A Desk Study, , which identified two gaps in the research during the 1996-2002 period. The review found that the studies had been unable to conceptualise distributed leadership or empirically outline its application. The two research gaps identified by constitute the focus of the present review, which attempts to determine whether recent research has been able to fill these gaps. Based on the findings of the present meta-analysis, the authors recommend directions for future studies on distributed leadership.
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particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team
leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind
distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their
teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team
leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind
distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their
teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..