本研究旨在建構並驗證高中職學校分布式領導、教師專業社群與學校創新經營效能之模式，並比較不同教師背景變項及學校環境變項的差異，依據研究所得結論，分別對教育行政機關、學校及教師提出建議，以做為推展校長分布式領導、促進教師專業社群運作，及提升學校創新經營效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討高中職學校分布式領導、教師專業社群與學校創新經營效能之關係及模式驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。研究對象為國立高中職學校995 位教師；研究工具為研究者自編之校長分布式領導、教師專業社群與學校創新經營效能關係之調查問卷。 經由統計分析與討論，本研究獲得以下結論： 一、教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺是正向的。 二、部分教師背景變項與學校環境變項的教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺具有顯著差異。 三、校長分布式領導、教師專業社群與學校創新經營效能三者之間具有關聯性。 四、校長分布式領導、教師專業社群對學校創新經營效能均具有預測力。 五、本研究所建構的結構模式具有良好的適配度，校長分布式領導、教師專業社群對學校創新經營效能均具有顯著直接效果。 關鍵詞：分布式領導、教師專業社群、學校創新經營效能

本研究旨在探討高級中等學校分布式領導、學校創新經營與學校效能的現況及其彼此之關係。採用調查研究法，編製「高級中等學校分布式領導、學校創新經營與學校效能關係問卷」進行資料的蒐集，以臺灣地區公私立高級中等學校教師為研究對象，依學校類型、學校屬性、學校規模、所在區域等四種標準，分層抽取86所學校，共發出1192份問卷，回收1103份，回收率為92.5%，扣除無效問卷後，有效問卷為1052份。使用SPSS 18.0 for Windows及AMOS18.0 for Windows套裝軟體，進行描述性統計、因素分析、相關分析、t 考驗、變異數分析及結構方程模式等統計方法，獲得以下結論： 一、 「清晰的組織結構和績效責任」、「校園環境創新」、「行政公關績效」分別最能呈現高級中等學校分布式領導、學校創新經營、學校效能之效果。 二、 高級中等學校分布式領導、學校創新經營與學校效能現況屬於中高程度，分別以「營造信任的文化」、「外部關係創新」、「教師專業展能」得分最高，「清晰的組織結構與績效責任」、「校園環境創新」、「學生整體表現」得分最低。 三、 不同背景變項高級中等學校教師所知覺分布式領導現況達顯著差異者為：高中高於高職，私立學校高於公立學校，女性校長的學校高於男性校長，男性教師高於女性教師，51歲以上教師高於31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年的教師，擔任主任者高於組長、導師與專任教師，大學學歷的教師高於研究所以上學歷的教師。 四、 不同背景變項高級中等學校教師所知覺學校創新經營現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，男性教師高於女性教師，51歲以上教師高於31-40歲的教師，擔任主任者高於組長、導師與專任教師。 五、 不同背景變項高級中等學校教師所知覺學校效能現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，51歲以上教師高於30歲以下、31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年、11-15年的教師，擔任主任者高於組長、導師與專任教師。 六、 學校所在地區、學校規模、校長學歷、擔任校長年資四個背景變項不同之教師，所知覺高級中等學校分布式領導、學校創新經營、學校效能皆無顯著差異。 七、 高級中等學校分布式領導、學校創新經營與學校效能三者，兩兩之間皆為高度正相關。 八、 高級中等學校分布式領導可透過學校創新經營，增強對學校效能的正向影響力。分布式領導各層面對學校創新經營、對學校效能皆以「領導能量的投入」具有最大間接效果，其次依序為「清晰的組織結構和績效責任」、「自信推動變革的領導者」、「營造信任的文化」。學校創新經營各層面對學校效能的間接效果值由高而低依序為「課程活動創新」、「校園環境創新」、「外部關係創新」、「行政管理創新」。 最後，依據研究結論提出建議，供主管教育行政機關、學校及未來研究之參考。 / The purpose of this study is to probe into not only the current situation of distributed leadership, school innovative management and school effectiveness, but also their relationships with each other. With survey research method, a questionnaire entitled The Relationships Between Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools is applied to gather data from public and private high school teachers in Taiwan area. By employing the stratified random sampling method, there are 1,192 questionnaires sent out to 86 schools, based on their type, attribute, scale, and location. There are 1,103 questionnaires retrieved, making the response rate 92.5%, and there are 1,052 valid questionnaires after invalid ones deducted. The packages SPSS 18.0 for Windows and AMOS 18.0 for Windows are adopted to carry out descriptive statistics, factor analysis, Pearson correlation analysis, t-test, one-way ANOVA, and structural equation modeling. The findings of this study are as follows: 1. “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “The performance of administrative public relations” can best manifest the effects of distributed leadership, school innovative management and school effectiveness, respectively, in senior high schools. 2. The current situation of distributed leadership, school innovative management and school effectiveness in senior high schools belongs to high-intermediate level, with “Build the trustworthy culture,” The innovation of external relations,” and “The abilities of teachers’ professional development” attaining top marks, respectively, and “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “Students’ overall performance” scoring the lowest, respectively. 3. Some significant differences toward the current situation of distributed leadership perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years, serving as directors higher than section chiefs, homeroom teachers and full-time teachers, and teachers with undergraduate degrees higher than those with graduate degrees. 4. Some significant differences toward the current situation of school innovative management perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old , and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 5. Some significant differences toward the current situation of school effectiveness perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, teachers older than 51 years of age higher than those under 30 years old, 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years or 11-15 years, and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 6. Toward distributed leadership, school innovative management and school effectiveness in senior high schools, there is no significant difference perceived by teachers of four different background variables--school location, school scale, principals’ academic degrees, and duration as principals. 7. There is a highly positive correlation between distributed leadership, school innovative management and school effectiveness in senior high schools. 8. Distributed leadership in senior high schools can reinforce positive influence on school effectiveness through school innovative management. As regards all aspects of distributed leadership, the very one that has the most indirect effects on both school innovative management and school effectiveness is “The input of leadership,” and other aspects in sequence are “Definite organizational structure and performance responsibility,” “The leader confidently pushing for reforms,” and “Build the trustworthy culture.” All aspects’ top-down values of the indirect effects of school innovative management on school effectiveness are “The innovation of curricular activities,” “The innovation of campus environment,” ”The innovation of external relations,” and “The innovation of administrative management.” Finally, according to the conclusions of this study, some suggestions are proposed for the educational executive organizations, schools, and the reference of future study.

本研究旨在探討宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能之現況，剖析不同背景變項在校長分布式領導、學校創新經營與教師教學效能間之差異情形，進而探尋校長分布式領導、學校創新經營對教師教學效能滿意程度上的預測力；最後根據研究結果，提出建議。 為達上述研究目的，本研究採用問卷調查法，以宜蘭縣公立國民中學24所之正式教師、代理教師、特教教師(不含實習教師、代課教師)為研究對象，以分層隨機抽樣方式，共計發出600份問卷調查，回收率達92%，其中可用問卷達87.3%。並利用SPSS Statistics 18.0 統計套裝軟體進行各項統計及分析，獲得以下結論： 一、宜蘭縣國民中學教師知覺校長分布式領導為中高程度，以「清晰的結構與績效責任」之知覺程度為最高，「自信與自我謙遜的校長職位」之知覺程度為最低。 二、宜蘭縣國民中學教師知覺學校創新經營為中高程度，以「資訊科技創新經營」之知覺程度為最高，「外部環境創新經營」之知覺程度為最低。 三、宜蘭縣國民中學教師有中高程度的教師教學效能，以「教學氣氛」之表現程度為最高，「教學策略」之表現程度為最低。 四、宜蘭縣國民中學教師，因其年齡、服務年資、擔任職務及學校歷史之不同，而有不同的校長分布式領導知覺感受。 五、宜蘭縣國民中學教師，因其服務年資、擔任職務及學校歷史之不同，而有不同的學校創新經營知覺感受。 六、宜蘭縣國民中學教師，因其年齡、服務年資、教育背景及學校歷史之不同，而有不同的教師教學效能表現。 七、宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能的知覺及各分層面，彼此之間具有正相關關係。 八、宜蘭縣國民中學校長分布式領導、學校創新經營對教師教學效能具有預測作用，以學校創新經營之「課程與教學創新經營」的預測力最佳。 / This research focuses on exploring current School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness in Yilan Junior High Schools. This involves dissecting the effect of different external variables on distributed leadership, Innovative Management, and Teacher Teaching Effectiveness, and subsequently explores the level of predictability of Distributed Leadership and School Innovative Management on Teacher Teaching Effectiveness. Last but not least, actionable recommendations are provided based on insightful findings。 To achieve the research objective above, formal surveys were given and collected on full-time, full-time substitute, special education teaching staff across 24 Junior High Schools in Yilan. Using stratified random sampling method, 600 surveys were sent out with 92% reply rate, and with 87.3% surveys used for final analysis. The research uses SPSS Statistics 18.0 software to calculate related statistical results and analysis insights with the following conclusions: 1.Teaching staff across Yilan Junior High Schools consider School Principal’s Distributed Leadership Level as Medium to High, with the highest awareness in “Clear Structure and Accountability”, and lowest awareness in “Confidence and Modesty” 2.Teaching staff across Yilan Junior High Schools consider School Innovative Management as Medium to High, with the highest awareness in “Information Technology Innovation Management” and the lowest awareness in “External Environment Innovation Management” 3.Teaching Staff across Yilan Junior High Schools receive Medium to High level of Teacher Teaching Effectiveness. With the highest awareness in “Teaching Environment” and lowest awareness “Teaching Strategy” having the lowest awareness 4.There were variations in perspective of School Principal’s Distributed Leadership among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 5.There were variations in perspective of School Innovative Management among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 6.There were variations in Teacher Teaching Effectiveness among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 7.Across Junior High Schools in Yilan, School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness are positively correlated 8.School Principal’s Distributed Leadership and School Innovative Management are predictive of Teacher Teaching Effectiveness, and with “Curriculum and Innovation Management” having the best predictability

本研究旨在瞭解目前新北市國民小學校長分布式領導、教師工作壓力與學校創新經營效能的現況，分析不同背景變項下之教師，知覺校長分布式領導、教師工作壓力與學校創新經營效能之差異情形，並探討三者間之關係，最後探討校長分布式領導與教師工作壓力對學校創新經營效能之預測力分析。 本研究採問卷調查法，以新北市之公立國民小學教師為母群體，共計抽樣50所學校，發出800份問卷，回收707份，回收率約達88.4%；有效問卷668份，問卷回收可用率為94.5%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等統計方法加以分析與探討。本研究獲致之結論如下： 一、目前新北市國民小學教師知覺校長分布式領導為中高程度，以「領導能量的投 入」得分最高，「營造信任文化」得分最低。 二、目前新北市國民小學教師工作壓力感受為中低程度，以「工作負荷」壓力感受 最高，以「支持系統」壓力感受最低。 三、目前新北市國民小學教師知覺學校創新經營效能為中高程度，以「環境設備創 新效能」得分最高，「行政服務創新效能」得分最低。 四、新北市國民小學教師，因性別、年齡、最高學歷、服務年資、現任職務、校長 最高學歷與校長年資的不同，在知覺校長分布式領導上有顯著差異。 五、新北市國民小學教師，因性別、婚姻狀況、年齡、最高學歷、現任職務、學校 地區、校長年齡、校長最高學歷與校長年資的不同，在知覺教師工作壓力上有 顯著差異。 六、新北市國民小學教師，因性別、年齡、最高學歷、現任職務、學校規模、校長 性別、校長年齡、校長最高學歷與校長年資的不同，在知覺學校創新經營效能 上有顯著差異。 七、新北市國民小學校長分布式領導與教師工作壓力、教師工作壓力與學校創新經 營效能具低(弱)負相關；新北市國民小學校長分布式領導與學校創新經營效能 則具接近高(強)正相關。 八、新北市國民小學校長分布式領導與教師工作壓力對學校創新經營效能有顯著預 測作用，以「適當的變革時機」的預測力最佳。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究參考。 / The main purposes of this research are to understand the current situations of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools in New Taipei City, and to analyze the differences of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in terms of principals’ background, teachers’ background and school background in elementary schools. Furthermore, to explore the relationships among principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools. Finally, to predict the effectiveness of school innovation management by principal’ s distributed leadership and teacher’ s job stress. To achieve the purposes, this research adopts a questionnaire survey and the population are teachers of public elementary schools in New Taipei City. The samples include 50 schools and 800 questionnaires were distributed. There were 707 questionnaires retrieved. The response rate of the questionnaire was 88.4%, and there were 668 valid questionnaires used finally in the statistical analysis, overall the usable rate was 94.5%. A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis are conducted to analyze the data collected. The conclusions of this research are as follows: 1.The perceptions from the elementary school teachers regarding principal’ s distributed leadership are medium-high level. The item “investment in leadership capacity” was the highest, and the item “a culture of trust” was the lowest. 2.The perceptions from the elementary school teachers regarding teacher’ s job stress are low-medium level. The item “work loads” was the highest, and the item “supporting system” was the lowest. 3.The perceptions from the elementary school teachers regarding the effectiveness of school innovation management are medium-high level. The item “innovative effectiveness of environment equipment” was the highest, and the item “innovative effectiveness of administrative service” was the lowest. 4.There are significant differences among gender, age, academic degree, service period, position, principal’s academic degree, and total service period as a principal in terms of principal’ s distributed leadership. 5.There are significant differences among gender, marriage, age, academic degree, position, school area, principal’s age, principal’s academic degree, and total service period as a principal in terms of teacher’ s job stress. 6.There are significant differences among gender, age, academic degree, position, school size, principal’s gender, principal’s age, principal’s academic degree, and total service period as a principal in terms of the effectiveness of school innovation management. 7.Teacher’ s job stress has low-negative correlation to principal’ s distributed leadership and the effectiveness of school innovation management. Principal’ s distributed leadership is medium-high-positively related to the effectiveness of school innovation management. 8.Both principal’ s distributed leadership and teacher’ s job stress serve a predictive function on the effectiveness of school innovation management, especially in the variable of principal’ s distributed leadership and the dimension of “a turning point”. Based on the above conclusions, some suggestions and references are proposed for educational authorities, principals and teachers of elementary schools, and future research.

本研究旨在建構並驗證私立高中職學校校長分布式領導、學校組織健康與學校效能之模式，並比較不同教師背景變項及學校背景變項的差異，依據研究所得結論，分別對教育主管行政機關、私立高中職董事會、私立高中職學校及後續研究者提出建議，以做為推展校長分布式領導，促進學校組織健康，及提升學校效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討私立高中職學校校長分布式領導、學校組織健康與學校效能之關係及模式驗證。經由文獻的蒐集與探討，提出本研究的研究架構和路徑關係模式圖。研究對象為北北基私立高中職學校600位教師；研究工具為研究者自編之私立高中職學校校長分布式領導、學校組織健康與學校效能關係之調查問卷。 透過統計分析與討論，本研究獲得以下結論： 一、私立高中職學校教師覺知校長分布式領導、學校組織健康與學校效能之現況屬中高程度。 二、私立高中職學校部分教師在人員背景變項與學校背景變項對校長分布式領導、學校組織健康與學校效能的覺知具有顯著差異。 三、私立高中職學校校長分布式領導、學校組織健康與學校效能三者間具有正向關聯性。 四、私立高中職學校校長分布式領導、學校組織健康對學校效能均具有正向預測力。 五、本研究所建構之私立高中職學校校長分布式領導、學校組織健康與學校效能之結構方程模式具有良好適配度。 / The study aims to construct and examine the model of principals’ distributed leadership, school health, and effectiveness in private senior and vocational high schools, and compare differences in variances of teachers’ background and schools’ background. The outcomes and suggestions provide substantial references for educational authorities and administrations, the board of directors in private senior and vocational high schools, private senior and vocational high schools, and future researchers to promote principals’ distributed leadership, school health, and school effectiveness. This study adopted questionnaire survey and statistical methods such as one-way ANOVA, Pearson Product-Moment Correlations Coefficient, Multiple Regression Analysis, and Structural Equation Modeling (SEM) to explore the association and model of principals’ distributed leadership, school health, and school effectiveness in private senior and vocational high schools. The framework of research and the path analysis module diagram were constructed on the basis of literature reviews. The subjects of the study included 600 teachers teaching in private senior and vocational high schools in Taipei, New Taipei, and Keelung. The research tool of survey questionnaire was created by the researcher, containing constructs of distributed leadership, school health, and school effectiveness. Based on data analysis and discussions, the conclusions are as follows: 1. Participating teachers perceived that the principals’ distributed leadership, school health, and school effectiveness presented a middle to high level. 2. For some participating teachers, there are significant differences between the two variables of teachers’ background and schools’ background on the perceived principals’ distributed leadership, school health, and school effectiveness. 3. There is a positive correlation between the variables of principals’ distributed leadership, school health, and school effectiveness. 4. Both principals’ distributed leadership and school health show a positive prediction power to school effectiveness. 5. The SEM constructed for the principals’ distributed leadership, school health, and school effectiveness showed a goodness of fit.

Denna uppsats har som syfte att undersöka hur den svenska karriärstegsreformen har kommit att gestalta sig i praktiken vad gäller implementeringen av förstelärare i grundskolan. Hur har förstelärarollen kommit att formas, och vilka faktorer har påverkat hur det har blivit? Den så kallade karriärstegsreformen infördes 2014 genom att statsbidrag infördes för huvudmän för att inrätta ett nytt karriärsteg, försteläraren. Genom att ta utgångspunkt i reformens syften, så som de beskrivs i de statliga styrdokumenten, och i forskning kring skolutveckling, ledarskap i skolan, implementering av reformer och lärares professionalism, har en enkätundersökning genomförts bland förstelärare och rektorer i fyra kommuner. Som verktyg för analys har fyra möjliga sätt att förstå förstelärarollen använts utifrån Thelin (2015, 2016): utvecklare, utbildare och utvecklingsledare, beroende på vem står i centrum för utvecklingen och lärandet samt försteläraren som föredöme. Studiens resultat visar att samtliga fyra inriktningar på förstelärarollen går att återfinna i praktiken. Förekomsten av ett formellt, kommunicerat uppdrag och om tid har avsatts inom tjänsten för försteläraruppdraget påverkar hur förstelärarens roll formas. När tid och uppdrag har getts, är utvecklingsledarrollen vanlig och försteläraren arbetar med, och ges kompetensutveckling för, att leda kollegialt lärande i linje med de faktorer som enligt skolutvecklingsforskningen bygger upp ett hållbart utvecklingsarbete. Reformens syfte kan utläsas som karriärutveckling eller skolutveckling, och även rollerna utvecklare, och föredöme syns i studiens material. Dessa roller bidrar mer begränsat till utveckling av skolan, i fokus står de egna eleverna och för rollen föredöme är utnämningen till förstelärare i första hand en bekräftelse på utveckling som redan har skett. Studien bidrar med kunskap som kan öka medvetenheten kring hur uppdrag, och organisatoriska faktorer påverkar vilken effekt förstelärares arbete får för skolutveckling. Reformen infördes för bara några år sedan. Kunskap om hur förstelärarrollen i praktiken har kommit att formas, och vilka faktorer som påverkar det, bidrar till att öka möjligheten till medvetna val som kan gynna skolans utveckling. / The swedish career services for teachers reform was introduced in 2014. Some years later the “first teacher” has become a common role in schools. The aim for this reform was to rise educational results in swedish schools, to make the teacher as a profession more attractive and to start a process that would lead to more professional teachers. The impact from an advanced skilled teacher has been focused in Sweden, as in other countries in the OECD.  At the same time, the swedish schools have at tradition of a flat organisation, that this new career service has come to challenge. The essay aims at examining how the Swedish career reform has come to light in practice regarding the implementation of teachers in compulsary school. By taking aim of the reform, as described in the state governing documents, and research on school improvement, curriculum theory, educational leadership and teachers' professionalism, a survey has been created and answered by principals and “first teachers” in four different communalities. The study result shows that the ”first teacher”  work in different roles, and that factors like task, time and education will affect what kind of role that will be enacted. Building a sustainable educational leadership and creating a culture of collaborative learning will be depending on how this carreer teacher service reform will be implemented. The study contributes with knowledge that can raise awareness about how assignments, and organizational factors affect the effect of  “first teachers” work for school development. The reform was introduced a few years ago, and by studying how it has so far been set against the different perspectives on school development, the choices can be made that lead to the desired result.

Syftet med den här studien är att bidra med kunskap om lärares, special­pedagogers, rektorers och förvaltningsledningens erfarenheter och upplevelser om förbättrings­insatsen specialpedagogik för lärande (SFL) och dess inverkan på förbättringsarbetet i en kommun, på såväl skol­enheter som i kommunen i stort. SFL är en kollegial kompetens­utvecklingsinsats med syfte att höja lärares kompetens inom specialpedagogik. Studien har en kvalitativ ansats och fokusgrupper har använts som metod. Resultatet har analyserats utifrån Illeris teori om de tre lärandedimensionerna. Resultatet pekar på att specialpedagogik för lärande är en form av kollegialt lärande som i många delar upplevs fungera bra för lärares lärande, men som behöver anpassas tidsmässigt för att inte upplevas alltför intensiv. Den specialpedagogiska kompetensen upplevs ha höjts på samtliga kommunens enheter sedan SFL genomfördes. Eleverna har  efter insatsen överlag fått tillgång till fler generella och individuella anpassningar och har blivit mer delaktiga i processer kring sin egen undervisning. Det finns samtidigt lärare som ännu inte fullt ut ger sina elever dessa möjligheter. Kommunens specialpedagoger har kompetens inom skolutveckling som inte alltid nyttjas. Om de får större mandat från rektor så kan de ta ett större ansvar för att tillsammans med denne leda skolförbättringsinsatser och skolutveckling, eventuellt genom att bli en del av skolornas ledningsgrupper. För att nå ännu längre i en kommande förbättringsinsats skulle det vara bra om förvaltningsledningen tog ett större övergripande ansvar för implementering och lik­värdighet i kommunen samt att rektorer tog ett större ansvar för att följa upp arbetet i grupperna genom direkt medverkan eller genom nära samverkan med handledare av grupperna, s.k. distribuerat ledarskap. Rektors första fokus bör vara undervisningens kvalitet. / The aim of the following paper is to contribute to the understanding of experiences had by teachers, special educators, principals and administrative management, with regards to the Special education for learning (SFL) scheme’s impact and stimulus on a municipality’s school improvement initiatives, in specific schools as well as the muni­cipality as a whole. SFL is a collegial competence development initiative with the aim of raising teachers' competence in special education.  The study has a qualitative approach and focus groups have been used as a method. The results have been analysed on the basis of Illeri's theory of the three dimensions of learning. Results indicate that special education for learning is a form of collegial learning that is largely perceived to work well for teachers' learning, but which needs to be ad­justed timewise to avoid being too rigorous. Competence around special education peda­gogy is considered increased at every school in the district since the implementation of SFL. After the intervention, the students have generally gained access to more general and individual adaptations and have become more involved in processes around their own teaching. At the same time, there are teachers who do not yet fully give their students these opportunities. Special educators in the municipality have expertise in the field of school development which is, to some extent, untapped. With increased mandate from the principal, special educators could shoulder more of the responsibility for school improvement and development initiatives, possibly through becoming part of the school’s management team.  In order to reach even further in a future improvement effort, it would be positive  for the administration management to take a greater overall responsibility for implementation and equality  in the district, as well as principals taking greater responsibility for following up on the work conducted in the groups, either through direct participation, or close collaboration with supervisors of the groups, so-called distributed leadership. The principal's first focus should be the quality of teaching.

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No description available.

The researcher investigated whether leadership is not held by one leader only, but by a leadership model where decision making is distributed among to the rest of the senior leadership team and leaders within the school. The researcher’s aims emanate from the research problem, what is the role of distributive leadership as strategy to ensure effective schools in South Africa. The researcher also attempts through the study to define effective school leadership, leadership strategies and distributive leadership and explore how distributive leadership supports change and improves schools effectively. The focus of the study was to obtained data that could facilitate an understanding of the participants’ experiences on the role of distributive leadership as strategy to ensure more effective schools in South Africa. It is the understanding that this data will form the basis for the conceptualising for school management and other leaders that will facilitate the successful management of the implementation of this approach. In order to achieve the aims of this study, a qualitative research design was adopted and the main form of data collection method was interviews. A total of 28 interviews were conducted. Eight themes were identified from the literature and the in-depth interviews and discussed in detail. The study found out that leadership should be managed through the distributed leadership strategy and that the implementation, monitoring and evaluation of the OSCAR coaching model as distributed leadership strategy would ensure more effective schools in South Africa. The theoretical clustering of the leadership styles items and the distributed leadership model resulted in the identification of the shared leadership with elements of democratic leadership as significant contributors to the distribution of leadership and the OSCAR coaching model to facilitate meetings. This information is of importance for educational managers as they will be able to provide schools with suggestions for developmental programmes for leaders and managers in order to increase positive perceptions regarding the role of distributed leadership to ensure effective schools in South Africa. The study arrived at the conclusion that the core coaching skills are most likely to promote a successful coaching outcome. The challenge that lies ahead is for leaders to acquire these coaching skills so that they can make the transition to become a coaching leader and develop schools in such ways. / Educational Leadership and Management / D. Ed. (Education Management)