Advantages and Challenges of Distributing Leadership in Middle-Level Schools

Autor/inn/en	Grenda, J. Patrick; Hackmann, Donald G.
Titel	Advantages and Challenges of Distributing Leadership in Middle-Level Schools
Quelle	In: NASSP Bulletin, 98 (2014) 1, S.53-74 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636513514108
Schlagwörter	Leadership Styles; Transformational Leadership; Participative Decision Making; Administrative Organization; Case Studies; Middle Schools; Teacher Leadership; Principals; Interdisciplinary Approach; Teamwork; Observation; Content Analysis; Organizational Communication; Educational Indicators; Semi Structured Interviews; Cooperation + Suchen Sie Ihr Suchwort? Führungsstil; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Lehrerfunktionsstelle; Principal; Schulleiter; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Beobachtung; Inhaltsanalyse; Educational indicato; Bildungsindikator; Co-operation; Kooperation
Abstract	This multiple-site case study examined distributed leadership practices of three middle school principals, using observations, interviews, and document analysis. Findings disclosed that the principals built on the interdisciplinary teaming structure to develop empowering organizational structures that promoted democratic governance. Employing distributed practices, they identified teacher leaders to guide curriculum, professional development, and building management. While utilizing the teaming structure to facilitate building-wide decision making, the principals also found that distributing leadership across several individuals sometimes created challenges for communications accuracy. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10