In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Management and Leadership / M. Ed. (Education Management)

In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Leadership and Management / M. Ed. (Education Management)