Distributed leadership has gained currency among researchers and practitioners of educational leadership. Notwithstanding its increasing popularity, there is relatively little empirical evidence about what leadership roles, or to what extent, principals actually distribute their leadership. Evidence that links distributed leadership to improved school achievement remains far from confirmatory. Consequently, many scholars have called for more large scale empirical studies in this area. / Furthermore, the study attempts to relate the extent of leadership distribution to improvements in five areas of organizational outcomes, namely leadership capacity, teachers' capacity, school collegial culture, principals' job satisfaction and student learning outcomes. By means of multiple linear regressions, the positive effects of distributed leadership on each of these five organizational outcomes were verified and confirmed. / However, positive effects of distributed leadership can be achieved when some internal necessary conditions for effective distributed leadership, including leadership expertise of senior staff, coordination of leadership, and the atmosphere of mutual trust exist in an organization. In this study, the intervening effects of these necessary conditions on outcomes of distributed leadership are also scrutinized. Using linear regression with dummy variables, Coordination of Leadership was found to be the most significant intervening variable. Schools where leadership is more highly coordinated displayed greater effects of distributed leadership on all the five areas of organizational outcome. Leadership Expertise and Mutual Trust were found to have significant intervening effects on four areas and three areas of organizational outcome respectively. / To address the paucity of empirical knowledge about distributed leadership, this study aims to provide empirical evidence of distributed leadership by studying the scope and pattern of the distribution of leadership tasks by 220 Hong Kong secondary principals in seven leadership dimensions previously validated in Hong Kong. It was found that Hong Kong principals distribute leadership tasks most in the dimension Teaching, Learning and Curriculum and least in the dimension Leader and Teacher Growth and Development. / Leung, Kam Bor. / Adviser: Allan Walker. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1864. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 240-263). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_344320 |
| Date | January 2008 |
| Contributors | Leung, Kam Bor., Chinese University of Hong Kong Graduate School. Division of Education. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, theses |
| Format | electronic resource, microform, microfiche, 1 online resource (xviii, 288 leaves : ill.) |
| Coverage | China, Hong Kong, China, Hong Kong, China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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