What are we missing? An alternative way to explore distributed leadership effectiveness

Abstract

Existing research has revealed various beneficial teacher-level outcomes of distributed leadership (DL). Yet these studies lack important operational nuances. The DL effectiveness literature mainly stresses one dimension of DL study operations of how leadership is distributed (e.g., interaction), being grounded in the agency view. However, it is also important to consider other dimensions of what leadership work is distributed to whom. Therefore, our study adopted the study operation of one DL research stream derived from the structural view. Specifically, our research investigated which leadership function distribution patterns for teachers were connected to teacher-level outcomes, especially teachers’ current work environment satisfaction (SENV) and professional learning communities (PLCs). We employed Latent Class Analysis and U.S. lower secondary school teacher samples from the Teaching and Learning International Survey data. Two patterns emerged: the Dualistic Distribution and Fully Stretched-Over Distribution patterns. Importantly, the relationships between the two patterns and the teacher-level outcomes were varied. We discovered no mean difference in teacher SENV between the two patterns in contrast to the previous DL effectiveness research, but a significant mean difference in teachers’ PLCs. These findings suggest considering more operational nuances of what leadership work is distributed to teachers for what outcome to better explore DL effects on teachers.