Amzat, Ismail Hussein
(2017)
Sharing School Leadership: Principalship
Empowerment or Relegation?
In:
Teacher Empowerment Toward Professional Development and Practices.
Springer Nature Singapore Pte Ltd, pp. 43-58.
Abstract
In current developments concerning school leadership, the assumption of
a single individual taking responsibility for and controlling every single aspect of
running a school from the most crucial concern to the most trivial has been put on
trial. In the modern approach to school administration, a distributed leadership
model is proposed and introduced as a source of empowering teachers towards
collective responsibility, creating accountability and developing a sense of
encouragement for participating in the decision-making process. However, with the
application of these theories in school sectors, the question remains as to whether
the implications of sharing or distributing school leadership power were considered
when the model was first created. In other words, at a minimum deep deliberation is
required during the application due to the potential impacts or repercussions that
sharing or distributing leadership and power might have on the role and position of
principalship. This paper sheds light on the effectiveness of distribution and shared
leadership in a school setting, examining the level of power to be shared, and the
extent of trust and professional training given to teachers prior to power
distribution
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