Abstract:
Distributed leadership (DL) has been viewed as a prominent and effective leadership paradigm in education (Leithwood, Harris & Hopkins 2019). Due to the unprecedented and major changes in schooling during the Covid-19 pandemic, a reappraisal of the nature of DL is warranted, refining and furthering knowledge of the advantages and limitations involved. This presentation reports on the findings from a research project focused on DL through Professional Learning Communities (PLCs) in two secondary public schools. The aim was to analyse the changes brought about the experience of the Covid-19 pandemic on leadership practice and dynamics and to harness evidence to gain a better understanding of how a distributed leadership model can be effectively enacted through PLCs. The research question was, how is distributed leadership manifested in Professional Learning Communities in schools in the post Covid-19 context?
The project involved a co-design approach characterised by strong and sustained collaboration with school leaders and teachers from the two schools to design and implement the research. A mixed methodology approach was used to collect data through surveys (with over 80% participation rate), focus groups and interviews with teachers and school leaders. The findings from the analysis of the quantitative data informed the content of the focus groups and interviews. Social network analysis was applied to the quantitative data and thematic analysis was employed to investigate the qualitative data.
The findings reveal that DL approaches manifested in different ways in the PLC groups. Participants thought PLC groups were effective in fostering leadership and that school leaders play a key role in distributing leadership in PLC groups, though the effectiveness of this varies. Leadership and change initiatives were evident through multiple dynamic network clusters built through formal and informal professional relationships. Teacher leadership was also valued and enacted as part of a DL approach and had strong resonance with many in the PLC groups. The impact of Covid-19 saw shifts in leadership styles facilitated through online communication and meetings, and evident in new configurations exhibiting team building and cooperation. These changes were perceived to be beneficial, though concerns were raised about slipping back to pre-pandemic forms of leadership and practice. The findings from this research contribute to the construction of new understandings embedded in the context of schools which shed light on the dynamic interrelationship between DL and PLCs, situated in a new educational environment infused with the experiences and innovations from the pandemic.
The project involved a co-design approach characterised by strong and sustained collaboration with school leaders and teachers from the two schools to design and implement the research. A mixed methodology approach was used to collect data through surveys (with over 80% participation rate), focus groups and interviews with teachers and school leaders. The findings from the analysis of the quantitative data informed the content of the focus groups and interviews. Social network analysis was applied to the quantitative data and thematic analysis was employed to investigate the qualitative data.
The findings reveal that DL approaches manifested in different ways in the PLC groups. Participants thought PLC groups were effective in fostering leadership and that school leaders play a key role in distributing leadership in PLC groups, though the effectiveness of this varies. Leadership and change initiatives were evident through multiple dynamic network clusters built through formal and informal professional relationships. Teacher leadership was also valued and enacted as part of a DL approach and had strong resonance with many in the PLC groups. The impact of Covid-19 saw shifts in leadership styles facilitated through online communication and meetings, and evident in new configurations exhibiting team building and cooperation. These changes were perceived to be beneficial, though concerns were raised about slipping back to pre-pandemic forms of leadership and practice. The findings from this research contribute to the construction of new understandings embedded in the context of schools which shed light on the dynamic interrelationship between DL and PLCs, situated in a new educational environment infused with the experiences and innovations from the pandemic.