本研究旨在探討國民小學分散式領導對學生學習態度之影響，研究採用調查研究法，以臺北縣國民小學三至六年級級任教師為調查對象，預試問卷，共寄出210份預試問卷，回收199份問卷，回收率94.8%，扣除無效問卷5份，有效問卷為194份，，有效問卷比率92.4%，並以項目分析，二階驗證性因素分析、信度分析進行研究工具之研發。正式問卷發出748份問卷，回收665份問卷，回收率88.9%，扣除無效問卷42份，有效問卷為623份，有效問卷比率83.3%。並分別以平均數、標準差之描述性統計、t考驗、單因子變異數分析、皮爾森積差相關及結構方程模式等統計方式進行資料分析。 本研究獲致以下結論： 一、 國民小學整體分散式領導的現況介於符合和有些符合之間。各層面以成員的參與層面教師知覺程度最好，成員的動力層面較低。 二、 國民小學整體學生學習態度的現況介於符合和有些符合之間。各層面以社會科教師知覺程度最好，英語科較低。 三、 教師人口變項年齡、服務年資不同，知覺校長整體分散式領導達顯著差異。年齡越大，知覺校長分散式領導程度越高。服務年資的組間未達顯著差異。 四、 學校環境變項學校規模、學校區域、校長年資不同，教師知覺校長整體分散式領導達顯著差異。學校規模越小、學校區域偏遠、校長年資越小，知覺校長分散式領導程度越高。 五、 教師人口變項年齡、服務年資不同，教師知覺整體學生學習態度達顯著差異。年齡越大、服務年資越長，知覺整體學生學習態度越高。 六、 學校環境變項學校規模不同，教師知覺整體學生學習態度達顯著差異，事後比較，組間未達顯著差異。 七、 分散式領導與學生學習態度具有中度正相關。 八、 分散式領導對學生學習態度具有正向影響性。 關鍵詞：分散式領導、學習態度、國民小學 / This study aims to explore the relationship between the distributed leadership and students’ learning attitude in the elementary schools. The Survey Research Method is adopted, and the research objects are the third to sixth grade elementary school teachers in Taipei. A total of 210 pre-test questionnaires were distributed, with 194 invalid questionnaires. The effective rate was 92.4%. In this study, item analysis, second-order confirmatory factor analysis, and the reliability analysis are applied. 748 formal questionnaires are distributed, with 665 valid, representing 83.5% effective. With the use of SPSS 17.0 for Windows and LISREL 8.80 statistical software for analysis, descriptive statistics, t-test, one-way analysis of variance, and Person product-moment correlation, and Structural Equation Models were employed in this study, and obtain the conclusion as follows: 1. The overall current conditions of distributed leadership in the elementary schools are good. Objects perform the best in the teacher’s perception of the member’s participation aspect while the member’s motivation performs the worst. 2. The overall current conditions of students’ learning attitude in the elementary schools are good. Among them, teachers in the Social Studies perceived the distributed leadership the best while the ones in the English the worse 3. There is significant difference for different teacher characteristics such as ages, years of service to perceived the principals’ distributed leadership. The older the age, the level of the principal distributed leadership perception the higher. There is no significant difference among the four different year-of-service groups. 4. With the different environmental variables in the school scale, school area, and principal’s years of service, the teachers significantly perceived the principal distributed leadership differently. The smaller the school, the level of principal distributed leadership perception the higher. The same results are obtained if the remoter the school, and the smaller the principal’s years of service, which means the level of principal distributed leadership perception is higher. 5. There is significant difference in the teacher perception of students’ learning attitude with different teacher characteristics such as ages, years of service. The older the teachers’ age, the level of students’ learning attitude perception the higher. 6. With the different scales of schools, the difference achieves significance in the way of teachers sensing the students’ learning attitude. Through post-hoc comparison, there is no difference among groups. 7. Distributed leadership has a significant positive correlation with students’ learning attitude. 8. Distributed leadership has a significant positive impact on students’ learning attitude. Keywords: distributed leadership, learning attitude, elementary school

The complex social phenomenon of leadership has been of interest for thousands of years and the subject of formal scientific research for over a century. The individual (sole) leader has been the focus of majority of the studies and leader-follower dyads have featured prominently in the identification of leader behaviours The paradigm has shifted, from the early quantitative approach to the most recent 'new leadership' perspectives which include theories such as transformational, charismatic and visionary leadership. Non-leaders (labelled followers and sometimes subordinates) have received little research attention despite being in the majority in teams. This study examined the research question, 'How do followers exercise leadership?' Approaching the question using grounded theory research methodology, leadership behaviours were studied in 48 seven- to nine-person teams of Year 11 male students attending an outdoor leadership program in one of two consecutive years in South Africa. The qualitative research was based on (1) data collected and analysed from observations in the field, including an extensive video record; (2) semi-structured interviews with course participants and staff; and (3) in-course leadership review documents. This research extends the existing theory of distributed leadership by defining and clarifying particular processes and skills of how followers in this study exercised leadership. Influence is central to leadership and also the core category in this study. In the context of the substantive field, theoretical propositions generated by the research include that team members are generally concerned about contributing and belonging and, when leading, focus on initiating or taking charge of influencing. Instead of being limited to a single leader, the leading role is distributed amongst team members, though not necessarily in equal proportion. In all teams, more than one member exercised leadership, and in most teams every member exercised some leadership behaviour during the four day program. Depending on context, followers exercised leadership by employing one or more of eight influencing behaviours and switching from following to leading roles. Communicating and listening emerged as core leadership behaviours, vital to team processes and most frequently used. Coordinating and motivating were identified as key influencing behaviours, regularly used and important to team processes. Risking, anchoring, mediating and channelling were categorised as situational influencing behaviours, used less frequently, based on context. This research articulates the mechanism whereby team members switch between leading, following and sometimes nominal member roles. Insights are provided of how individuals in a team may, for a period of time, occupy a leading role and then, at other times, occupy a following role. Occupying these roles is not related to formal assignment of roles. This study not only shows that followers play a greater role in leadership than existing literature on research indicates, but it also defines eight influencing behaviours used to exercise leadership. The study has important implications which can help managers and leaders in formal roles maximise the contributions of their followers. This study can also contribute to the design of leadership training and help build more effective teams and organisations.

The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance by Lorna Novlette Wilson Morgan MSc, Florida International University, 2006 BSc, University of Technology, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University April 2015 School leadership requires the collaborative efforts of principals, teachers, parents, students, and other community members to achieve academic success. The purpose of this correlational study was to examine the influence of school leadership practices on classroom management, school environment, and academic underperformance in Jamaica. The research was based upon distributive leadership theory. The School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ) was developed for this study and was used to collect the data. Prior to data collection, a pilot study was conducted with 12 experts to evaluate the reliability and validity of the SLECMAQ. A total of 148 complete responses were collected from principals, vice principals, grade coordinators, classroom teachers, special education teachers, and others. Pearson's correlation coefficient and linear regressions were used to determine possible correlations between the influence of school leadership practices on classroom management, school environment, and academic underperformance. The results indicated significant, positive relationships between the independent variable perceived school leadership practices of principals and teachers and the dependent variables perceived classroom management and perceived academic performance. A significant, positive relationship was also found between perceived school leadership practices and perceived school environment. The findings will contribute to a positive social change by supporting policies to implement leadership frameworks at underperforming primary schools and thus improving the quality of education in Jamaica

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Syftet med studien är att identifiera och få förståelse om rektorers uppfattningar om pedagogiska ledarskapet i relation till undervisning i förskolan. Jag har valt att kombinera två teorier, ledarskapsteori och organisationsteori. Utifrån dessa två teorier har jag tagit ut följande centrala begrepp: pedagogiskt ledarskap, distribuerat ledarskap, styrkedja samt undervisning, som ligger till grund för min studie.  Studien har en kvalitativ ansats. Elva rektorer som alla är verksamma i olika förskolor inom samma kommun har intervjuats i semistrukturerade intervjuer. En tematisk analys har genomförts för att kunna skapa mönster i det insamlade materialet på ett effektivt sätt och därefter kunna skapa en helhet som är relevant för studien och som besvarar studiens frågeställningar.  Resultatet visar att rektorer i förskolan ser pedagogiskt ledarskap som en viktig process i organisationen men administrativa uppgifter har blivit mer tidskrävande. Detta har lett till att deras fokus på pedagogiska uppgifter minskat. Resultatet visar även att rektorer anser att en tydlig struktur för att kunna utveckla förutsättningar för undervisning i förskolan. Rektorerna uttrycker att de organiserar olika mötes nätverk där möjligheter ges för förskollärare att reflektera med varandra och i sitt arbetslag kring undervisningen.  Avslutningsvis framkommer det att det pedagogiska ledarskapet för rektorer bör tydliggöras mer i förskoleverksamheten. Studien visar även att några rektorer saknar huvudmannens stöd som behövs för att kunna frigöra tid att leda det pedagogiska arbetet. / The purpose of the study is to identify and gain an understanding of principals' perceptions of pedagogical leadership in relation to teaching in preschool. I chose to combine two theories, leadership theory and organizational theory. Based on the two theories, I chose some key concepts: pedagogical leadership, distributed leadership, chain of command and teaching that form the basis of my study. The method that has been used in this study is semi-structured interviews with eleven principals who work at different preschools within the same municipality. In the analysis part, a thematic analysis has been used and the reason for this is to effectively create patterns in the collected material and to get different perspectives. The results show that principals in preschools see pedagogical leadership as an important process in the organization, but administrative tasks have become more time-consuming. This has led to a decrease in their focus on educational tasks. The results also show that principals consider a clear structure to be able to develop conditions for teaching in preschool. The principals express that they organize different meeting networks where opportunities are given for preschool teachers to reflect with each other and in their work team around teaching. Finally, it appears that the pedagogical leadership for principal should be clarified more in preschool activities. The study also shows that some principals lack the principal's support needed to be able to free up time to lead the pedagogical work.

This qualitative case study examined how Madison High School's governance model generated youth-adult collaborations around school problems. This seven-month intensive study collected data through numerous site observations, semi-structured one-on-one interviews with 27 adults and students, focus group interview with 11 students, and document collection. This data collection answered the following research questions: To what extent does Madison High School include students and faculty into the policy decision-making, implementation, and review process? If so, how? Why is it done this way? How do faculty, students, administration, and staff perceive its impact on improving the school policy creation and implementation process? Student voice scholars are still investigating the ways in which student leadership around school reform can be facilitated (Dempster & Lizzio, 2007; Fielding, 2004; Mitra, 2005; Mitra & Gross, 2009; O'Donoghue, Kirshner & McLaughlin, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000; Zeldin, 2004a). And scholars are interested in investigating how participants enact leadership when it is distributed to them (Hallinger & Heck, 1996; Spillane, 2001, 2004). This study found that not only does the school's governance model include students in the policy making, implementation, and review processes, it distributed leadership across the school and aided in organizational learning by designing its structures and processes around constitutional principles. / Educational Leadership

The No Child Left Behind Act of 2001 and the accountability movement that has engulfed education in the last 20 years have put leadership at the heart of school improvement. Student achievement is affected by multiple factors that must be addressed with unique leadership skills and specialized knowledge. No one person can be responsible for orchestrating the success of each student within a school building. When members of a school community share responsibility for the many activities that contribute to student learning, the work of educational leaders becomes a manageable task. The purpose of this study was to create an operational definition of shared leadership by identifying key descriptors that define the characteristics and behaviors of shared leadership and the aspects of school cultures in which it can be effective. The procedure used to construct a rich description of shared leadership was a three-round Delphi study. A panel of experts was assembled from writers or researchers in the field of leadership and superintendents, principals, and teachers who have practiced shared leadership in the school environment. The first-round Delphi instrument consisted of four open-end questions that asked for key words or phrases that describe the characteristics and behaviors of shared leadership, key words or phrases that describe aspects of school cultures in which shared leadership can be effective, and key words or phrases that describe barriers to shared leadership. In the second round, panelists were asked to rate the compiled responses from round one on a four-point scale. In the third round, panelists received statistical information based on second-round responses. They were allowed to revise opinions once more using a four-point scale. Using the Delphi technique, the panel of experts reached consensus on 84 critical elements of effective shared leadership. An inventory that can be used by schools as a guide for planning, implementing, and evaluating shared leadership in school settings was created from the data. / Ed. D.

Detta examensarbete undersöker hur rektorers och förskollärares konstruktioner av ledarskap påverkas i en organisation med distribuerat ledarskap. Studien utfördes som en kvalitativ fallstudie där olika sätt att organisera för ledarskap jämfördes genom fokusgruppsdiskussioner med rektorer och förskollärare på ett förskoleområde. Den data som samlades in inom ramarna för studien bearbetades genom innehållsanalys och i förhållande till socialkonstruktionistiskt perspektiv som teoretisk ram. Resultatet av den här fallstudien visar att den växelverkan mellan stöttande rektorer och självständiga förskollärare som uppstår i deras distribuerade ledarskap är framgångsrikt för att skapa professionell autonomi och ökad meningsfullhet. Ett mer effektivt ledarskap framträder genom rektorernas förmåga att utmana traditionella ledarskapsnormer för att möjliggöra distribuerat ledarskap på sina enheter. Rektorerna betonar vikten av delat ledarskap för att lätta bördan och kunna skapa mer meningsfulla sammanhang för alla medarbetare – oavsett yrkestitel. Förskollärare får förutsättningar att utveckla reell ledarskapskompetens genom distribuerat ledarskap: exempelvis genom att leda reflektion i arbetslag eller leda kompetensutveckling, utföra auskultation, föreläsa och leda workshops både internt och externt. Förskollärarna i fallstudien ser rektorn som en central aktör och tonsättare i att forma kulturen för detta ledarskap och ge riktad, relevant kompetensutveckling. Genom förskollärarnas ökade känsla av meningsfullhet i sitt uppdrag, samt möjligheten till en mångfald av perspektiv och kompetenser som finns i det distribuerade ledarskapet, får barnen ta del av mer meningsfulla sammanhang.

本研究旨在瞭解國民中學校長分布式領導、教師專業社群學習與教師教學效能之現況，並分析不同背景變項之教師對於校長分布式領導、教師專業社群學習與教師教學效能知覺之差異情形，且探討三者之間的關係，最後則探討國民中學校長分布式領導、教師專業社群學習對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣48所國民中學，發出445份問卷，回收423份有效問卷，問卷有效率達95.1%，問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方法進行統計分析。 本研究最後獲得以下結論： 一、國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、國民中學教師知覺教師專業社群學習為中高程度，以「關注學生學習」之知覺程度為最高，「分享教學實務」之知覺程度為最低。 三、國民中學教師知覺教師教學效能為高等程度，以「教學氣氛」之知覺程度為最高，「教學策略」之知覺程度為最低。 四、國民中學教師，因年齡、擔任職務、學校地區、及學校規模之不同，在知覺校長分布式領導上有顯著差異。 五、國民中學教師，因性別、學校地區、及學校規模之不同，在知覺教師專業社群學習上有顯著差異。 六、國民中學教師，因性別、擔任職務、及服務年資之不同，在知覺教師教學效能上有顯著差異。 七、國民中學校長分布式領導、教師專業社群學習與教師教學效能整體及各層面，彼此之間具有正相關的關係。 八、國民中學校長分布式領導、教師專業社群學習對教師教學效能具有預測作用，以「教師專業社群學習」的預測力最佳。 / The purpose of this study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community, and teachers’ teaching effectiveness in junior high schools, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ teaching effectiveness through principals’ distributed leadership and teachers' professional learning community. Through the use of questionnaire survey method, data were collected from 48 junior high schools, distributing 445 questionnaires in total. Valid questionnaires of 423 were collected, with a usable rate of 95.1%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principals’ distributed leadership is above average, in which the dimension “principals’ self-confidence and modesty” was the highest, and “construction of a proper turning point” was the lowest. 2. Junior high school teachers’ perception of teacher professional learning community is above average, in which the dimension “focusing on students’ learning” was the highest, and “sharing teaching practices” was the lowest. 3. Junior high school teachers’ perception of teachers’ teaching effectiveness is above average, in which the dimension “teaching environment” was the highest, and “teaching strategy” was the lowest. 4. There are significant differences in the junior high school teachers’ perception of principals’ distributed leadership in terms of age, position, location of school, and scale of school. 5. There are significant differences in the junior high school teachers’ perception of teacher professional learning community in terms of gender, location of school, and scale of school. 6. There are significant differences in the junior high school teachers’ perception of teachers’ teaching effectiveness in terms of gender, position, and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teacher professional learning community, and teachers’ teaching effectiveness. 8. Principals’ distributed leadership and teacher professional learning community have a predictive effect on teachers’ teaching effectiveness.

Recent research surrounding educational leadership indicates that among school-related factors, leadership is second only to the classroom teacher as a variable associated with improving student achievement (Leithwood et al., 2004). Given the current climate of high stakes testing and accountability, the role that the principal plays in fostering continuous school improvement and ensuring academic success for all students has become increasingly important. To enhance school performance, the literature proposes that school leaders serve as instructional leaders and distribute their leadership responsibilities. One significant element of such leadership models is the ability of the school principal to support and promote inquiry by teachers and school administrators into student and school data. Wayman and Stringfield (2006) note that a campus culture that values and practices data-based decision making is marked by collaborative inquiry into student data. Advocates of data-driven decision making and data use suggest that inquiry into student data has been shown to be useful in improving overall school practice (Bernhardt, 2003; Wayman and Stringfield, 2006). Furthermore, using data to focus on specific goals will improve student learning (Schmoker, 1999). To explore how principals can foster the development of structures that allow for inquiry into student and school data, a case study of one purposely-selected high school was conducted. The four primary research questions this study addressed were: (1). What structures can high school principals develop and implement that promote inquiry by teachers and administrators into data? (2). What structures positively impact student academic achievement, as perceived by high school teachers and principals? (3). How are teachers using student achievement data in their instructional decision-making? (4). What are the qualitative data elements that school leaders might consider to inform the ongoing planning and decision-making process? Over the course of four months, data was gathered through individual interviews, observations, a survey, and analysis of pertinent documents. Several themes surrounding data analysis and leadership practices emerged. These included: the benefits of using structures to empower school staff to own data, the use of structures to allow for time for collaboration, using data to improve teaching practices, and the benefits of providing teachers greater access to pertinent data. / text