Socially Distributed Leadership in Elementary Schools: Teacher and Staff Leadership Practice in Denmark and the USA

Autor/inn/en	Modeste, Marsha E.; Nguyen, Chi; Nafziger, Rhoda Nanre; Hermansen, Jonathan
Titel	Socially Distributed Leadership in Elementary Schools: Teacher and Staff Leadership Practice in Denmark and the USA
Quelle	In: Journal of Educational Administration, 60 (2022) 2, S.188-206 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Modeste, Marsha E.) ORCID (Nguyen, Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-11-2020-0243
Schlagwörter	Foreign Countries; Comparative Education; Leadership Styles; Elementary Schools; Participative Decision Making; Communities of Practice; Educational Objectives; Teacher Leadership; Instructional Leadership; Teacher Empowerment; Educational Policy; Policy Formation; Denmark; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Führungsstil; Elementary school; Grundschule; Volksschule; Community; Educational objective; Bildungsziel; Erziehungsziel; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Politics of education; Bildungspolitik; Politische Betätigung; Dänemark; USA
Abstract	Purpose: The purpose of this study is to examine the nature of socially distributed leadership in Denmark and the USA, specifically teacher and staff leadership practices distributed in schools. Design/methodology/approach: This study used a confirmatory factor analysis and a second-order factor analysis to examine elementary USA and 0-9 Danish school educators' responses to the Comprehensive Assessment of Leadership for Learning. Findings: Findings from this analysis of leadership practice demonstrate (1) different approaches to teacher and staff leadership in Denmark and the USA; (2) the importance of a collaborative approach to developing and maintaining professional learning communities in schools in both contexts; and (3) different patterns of leadership practice that broadly reflect the local structure and approach to school leadership while responding to external policy demands. Originality/value: Drawing on the globalization scholarship, which acknowledges the connection between global policy development and local spaces of implementation, this comparative international study allowed us to examine how policy ideas are parlayed into practice through the use of a shared assessment of leadership practice. The results of this study suggest that while the work of teacher and staff leadership is important and something that educators in Denmark and the USA are engaging in to advance the overall instructional mission of their schools, the approaches taken in each context are different and reflect a local-level negotiation between contextual cultural norms and policy expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01