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ERIC Number: EJ828397
Record Type: Journal
Publication Date: 2007-Jul
Pages: 11
Abstractor: ERIC
Reference Count: 40
ISSN: ISSN-1360-3124
Distributed Leadership: Conceptual Confusion and Empirical Reticence
Harris, Alma
International Journal of Leadership in Education, v10 n3 p315-325 Jul 2007
This article aims to address and explain the conceptual ambiguity surrounding distributed leadership. The author argues that there are three different frames for understanding distributed leadership that are being applied simultaneously, but which need to be considered separately. These frames are the theoretical, the empirical and the normative. The intention of this article is to look at distributed leadership using each of these frames. The author suggests that even though there has been contemporary interest in distributed leadership theory, this form of leadership practice is certainly not new. Many schools already have sophisticated patterns of distributed leadership in place and have made structural changes to accommodate different patterns of distributed leadership activity. Following this analysis, the author argues for more empirical evidence about distributed leadership practice to consider whether distributed leadership contributes to school and student outcomes and to explore what forms of distributed leadership in schools contribute most to school improvement. She concludes by suggesting that if distributed leadership theory is to have explanatory or predictive power, it must achieved through empirical investigation and testing. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom