This study addresses the concept of distributive leadership within the context of education. It explores and explains the values which underpin school culture and the extent and ways in which these values promote or inhibit distributive leadership. The research also considers the contrasts between Islamic values and the values that are purported to be promoted within distributive leadership. The main aim is to examine the relationship between school culture values and distributive leadership values, so as to suggest how improvement in schools can be furthered. Many scholars have postulated that distributive leadership could be the best solution for the improvement of leadership in schools (Harris, 2009; Hairon & Goh, 2014).Nevertheless, the concept of distributive leadership is yet to gain consensus and, therefore, it can be said that it lacks a rational platform within the literature (Hartley, 2010; Woods et al., 2004; Gunter et al., 2008; Bennet et al., 2003; Bolden, 2011; Harris & Spillane, 2008). The formulation of a theoretical framework for the research can be done by focusing on the commonly accepted values of distributive leadership. For instant trust and accountability, sharing and empowerment (Harris, 2014; Day & Sammons, 2016), equality and justice (Torrance, 2013a; Harris, 2014), motivation and sense-making (Harris, 2014; Mascall et al., 2008), tender and autonomy (Tschannen-Moran &Gareis, 2015). To achieve these main aims, this research undertook a qualitative case study with triangulation tools in three primary schools for boys in Riyadh.
|Date of Award||23 Sep 2020|
- University Of Strathclyde
|Supervisor||Joan Mowat (Supervisor) & Saima Salehjee (Supervisor)|